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Fidelity versus adaptive implementation approaches to scaling up educational programs

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article contrasts two program-management frameworks for scale-up. Under the fidelity approach, "the teacher's job is to achieve the program ideal envisioned by the program developers," supported by top-down management. Under the adaptive approach, teachers diagnose problems, devise and test solutions, and adapt programs to context, which the authors link to a "context-focused approach to scale-up" requiring teacher control and collaborative work structures. The study tests these approaches empirically as Traditional versus Adaptive READS.

Design Implications

Context

Requirements

  • Under the adaptive approach, teachers must be able to recognize what is working and what is not, and collaborate in work structures; the fidelity approach requires adherence to researcher-designed procedures

Constraints

  • The authors note that program effects often vary by context, so approaches showing promise in efficacy trials may fail to replicate elsewhere

Target Learners

  • elementary school teachers implementing a literacy intervention

Learning Goals

  • teacher learning about literacy instruction
  • incorporation of intervention practices into regular classroom teaching

Claims

Examples

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Key Sources

  • Quinn, D. M., & Kim, J. S. (2016). Predictors and Moderators of Teacher Learning and Changes in Practice: Evidence from a Randomized Trial of a Teacher-Adapted Literacy Program. SREE Spring 2016 Conference abstract.
Page metadata
Field Value
type design
id fidelity-versus-adaptive-implementation-approaches
title Fidelity versus adaptive implementation approaches to scaling up educational programs
description The article contrasts two program-management frameworks for scale-up.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — quinn-2016

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