干预研究如何衡量实施保真度与学生阅读成绩之间的关系?

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
W. van Dijk, Holly B. Lane, Nicholas A. Gage
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引用次数: 0

摘要

实现保真度通常被认为是实现内部有效性的必要条件,并与学生的成绩有关。这种关系越来越被模式化;我们回顾了针对K-12年级前学生的阅读干预研究,其中实施保真度的测量被纳入最终数据分析。一项系统搜索产生了50项研究,主要使用剂量、依从性和质量指标。我们对衡量标准的构建进行了详细的叙述性描述,揭示了在内容、衡量方法和变量构建方面对实施保真度的各种概念。最初的研究报告了对实施忠诚度和学生成绩之间关系的不同估计。为了在未来更好地研究这种关系,我们建议研究人员在研究项目的设计阶段纳入实施保真度的测量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes?
Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. This relation is increasingly modeled; we reviewed reading intervention studies for students in pre-K–12 in which measures of implementation fidelity were included in final data analysis. A systematic search yielded 50 studies using mostly measures of dosage, adherence, and quality. We provide a detailed, narrative description of the construction of the measures, revealing a wide variety of conceptualizations of implementation fidelity, in terms of content, measurement approaches, and variable construction. The original studies reported varied estimates of the relation between implementation fidelity and student outcomes. To better study the relation in the future, we recommend researchers incorporate measurement of implementation fidelity in the design phase of research projects.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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