Four-step TDF process for diagnosing and remediating curriculum implementation barriers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article outlines a four-step process for education researchers to apply the TDF to implementation problems. "First, researchers and users of interventions begin by identifying specific target behaviors of an intervention that need to be improved." Second, they develop methods to gather data about all possible barriers using TDF-construct-based survey and interview questions. Third, they analyze multiple data sources using the TDF domains, expanding definitions into a codebook. Fourth, they match identified barriers to behavior change techniques (BCTs) that evidence suggests align with those barriers, citing Michie et al. as a resource for this mapping step.

Design Implications¶

Context¶

Requirements¶

• Surveys, interviews, and focus groups with questions that address all possible TDF domains; classroom videos, lesson plans, or other observational and student data
• Matching identified barriers to theoretically aligned and empirically tested approaches for changing behaviors

Constraints¶

Target Learners¶

• Education researchers studying curriculum implementation

Target Learning Goals¶

• Systematic identification of barriers to fidelity of implementation and revision of intervention theories of change

Affordances¶

• Tdf 14 Domains Implementation Determinants

Related Strategies¶

Examples¶

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Key Sources¶

• Tricia A. Zucker, Erin Jacbos & Sonia Q. Cabell (2021). Exploring Barriers to Early Childhood Teachers' Implementation of a Supplemental Academic Language Curriculum. Early Education and Development. https://doi.org/10.1080/10409289.2020.1839288