Effective Direct Instruction Implementations: The Impact of Administrative Decisions and Time
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Date
2016-04-03
Authors
Stockard, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
National Institute for Direct Instruction (NIFDI)
Abstract
While a large literature shows that Direct Instruction (DI) is more effective than other curricular
programs, some DI schools and classrooms are more successful than others. A major reason for
these differences is implementation fidelity – the extent to which teachers and schools
administer the programs as they were designed. Teachers and schools that conform most
closely to DI implementation protocols have the most success. Their students proceed through
the programs at mastery more quickly and have higher achievement.
This report focuses on two general factors that influence the development of teachers’ skills at
implementing DI with fidelity: 1) the extent to which administrative practices and decisions
support implementation of DI teaching practices and 2) the extent to which student
performance improves as schools, teachers, and students have more experience with the
program.
Description
51 pages
Keywords
Technical Report, Implementation Fidelity, Analysis