循证充实实践的实施保真度

IF 1.3 Q3 EDUCATION, SPECIAL
Carla B. Brigandi
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引用次数: 1

摘要

有天赋和才能的孩子从参与以研究为基础的项目中受益。然而,实现保真度是预期收益的潜在调节因素。本研究的目的是检验一名教师实施第三型强化的忠实度,这是一种基于证据的资优教育实践,也是Renzulli的强化三元模型和Renzulli和Reis的学校强化模型的组成部分。研究结果表明,资优教师对第三型充实的实施较为忠诚;她坚持推荐的结构和流程,并熟练地实施,学生参与者也积极响应并参与到学习过程中。一学期课程的持续时间对观众的影响产生了不利影响。此外,研究结果表明,教师补充了推荐的过程,这些补充活动以积极的方式影响了学生的参与。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Fidelity of Implementation for an Evidence-Based Enrichment Practice
Children with gifts and talents benefit from participation in programs grounded in research-based models. Implementation fidelity, however, is a potential moderator of intended benefits. The purpose of this study was to examine one teacher’s fidelity of implementation for Type III Enrichment, an evidence-based gifted education practice and component of Renzulli’s Enrichment Triad Model and Renzulli and Reis’s Schoolwide Enrichment Model. Findings indicated the gifted education teacher implemented Type III Enrichment with fidelity; she adhered to recommended structures and processes, which she skillfully implemented, and student participants were responsive and engaged in the learning process. Audience impact was adversely affected by duration of the one-semester program. In addition, findings indicated the teacher supplemented recommended processes and these supplemental activities influenced student engagement in positive ways.
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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