1st Edition

Treatment Fidelity in Studies of Educational Intervention

    160 Pages
    by Routledge

    160 Pages
    by Routledge

    Treatment Fidelity in Studies of Educational Intervention is a detailed guide to the increasing emphasis on methodological rigor and implementation fidelity in educational research. A timely contribution to the field, this book offers practical guidance and systematic research on the nature of implementation fidelity in experimental settings, and provides strategies for combining fidelity-related data with other data types to evaluate a program’s impact in schools and other educational settings. With contributions from leading scholars in the area of research methods in education, Treatment Fidelity synthesizes recommendations for current measurement practices, case studies of recent or ongoing research programs, and technical evaluation reports on studies that measure and model fidelity as part of estimating a treatment’s impact. Intended for scholars, professionals, and graduate students interested in school-based intervention, this volume presents information on how to address implementation in applied research.

    Implementation Fidelity in Randomized Educational Trials: An Applied Perspective. Greg Roberts, Sharon Vaughn, Tasha Beretvas & Vivian Wong. Measuring Fidelity in Educational Settings. Willliam M. Murrah, Jeff J. Kosovich & Chris S. Hulleman. Features of Fidelity in Schools and Classrooms: Constructs and Measurement. Frank Gresham. Integrating Fidelity Data into the Analysis of Outcomes: Statistical Methods for Reducing Bias. Lynne Stokes, Jill H. Allor & Long Luo. Propensity Scores and Instrumental Variables as a Basis of Modeling Fidelity: Within-Study Comparisons. Greg Roberts & Nancy Scammacca. Intent-to-Treat and Treatment Take-Up Effects of Parent Training on Adolescent Developmental Outcomes. Keith Zvoch & Charles Martinez. Causal Inference and Using Implementation Fidelity Data in RCT Evaluations: The Break Through to Literacy Evaluation as Example. Fatih Unlu, et al. Concluding Remarks and Recommendations for Ongoing Programs of Research. Greg Roberts, Sharon Vaughn, Tasha Beretvas & Vivian Wong.

    Biography

    Greg Roberts is Associate Director of the Meadows Center for Preventing Educational Risk at the University of Texas at Austin.

    Sharon Vaughn is Manuel J. Justiz Endowed Chair in Education and Executive Director of the Meadows Center for Preventing Educational Risk.

    S. Natasha Beretvas is Professor in the Department of Educational Psychology at the University of Texas at Austin.

    Vivian Wong is Assistant Professor in the Curry School of Education at the University of Virginia.

    "Practitioners need rigorous information to inform the selection of programs and interventions. What’s been missing is the focus on fidelity to help practitioners understand why, for whom, and under what conditions a program or intervention works. Treatment Fidelity in Studies of Educational Intervention provides insight and guidance for researchers to answer these questions with greater depth and recognition of the limitations and challenges."

    --W. Christopher Brandt, Vice President of Education, IMPAQ International, USA

     

    "Treatment Fidelity in Studies of Educational Intervention is an exceptionally timely book. Granting agencies are requiring researchers to attend to implementation, but there is limited useful guidance from scholars about how researchers should do so. Treatment Fidelity in Studies of Educational Intervention fills that gap. It promises to be perennially useful to current or aspiring applied researchers, as the methodological problem that this volume addresses will be relevant for decades to come."

    --Lisa M. H. Sanetti, Associate Professor, Neag School of Education, University of Connecticut, USA