TY - JOUR
T1 - The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach
AU - Abry, Tashia
AU - Rimm-Kaufman, Sara E.
AU - Larsen, Ross A.
AU - Brewer, Alexis J.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education through grant R305A070063 to the second author and by the Institute of Education Sciences, U.S. Department of Education , through grants R305B090002 and R305B100009 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.
PY - 2013/8
Y1 - 2013/8
N2 - This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=001, R2=32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI.
AB - This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=001, R2=32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI.
KW - Fidelity of implementation
KW - Responsive Classroom approach
KW - Social and emotional learning
KW - Structural equation modeling
KW - Teacher quality
KW - Teacher-student interaction
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U2 - 10.1016/j.jsp.2013.03.001
DO - 10.1016/j.jsp.2013.03.001
M3 - Article
C2 - 23870440
AN - SCOPUS:84880623939
SN - 0022-4405
VL - 51
SP - 437
EP - 453
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 4
ER -