A Case Study Evaluating the Fidelity of Implementation of Constructing Meaning Training at a Local Middle School

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dc.contributor.advisorZvoch, Keith
dc.contributor.authorSica, Brian
dc.date.accessioned2016-10-27T18:16:28Z
dc.date.available2016-10-27T18:16:28Z
dc.date.issued2016-10-27
dc.description.abstractThe purpose of this study was to understand the implementation of practices derived from Constructing Meaning (CM) training by teachers (n = 30) at a local middle school. The study took place in two phases. Phase one was primarily quantitative. Implementation fidelity was measured for each critical component of CM training, and component and aggregate indices were constructed and analyzed. The second phase, primarily qualitative, investigated teachers’ perceptions of the conditions that favored or hindered implementation. Results indicated that certain components were implemented to a greater degree than others and that the overall implementation fidelity was approximately 50%. Key conditions for implementation were identified as collaboration (both with peers and CM trainers), sufficient time, and clear connections to other programs.en_US
dc.identifier.urihttps://hdl.handle.net/1794/20409
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.titleA Case Study Evaluating the Fidelity of Implementation of Constructing Meaning Training at a Local Middle School
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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