ABSTRACT

Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachers’ implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated heterogeneity in teachers’ fidelity of implementing the curriculum as well as difficulty going off script. Thus, our goal was to identify barriers to fidelity of implementation and map these onto possible behavior change techniques. Participants included 175 teachers from pre-kindergarten and kindergarten classrooms. We used mixed-method approaches that included surveys, focus groups, and interviews with teachers and their coaches. The most salient barriers to fidelitious implementation were: competing priorities for instructional time as well as limited teacher knowledge and skills. For some teachers, other barriers included difficulty changing habits, challenges with memory and attention processes, or lack of fit when the curriculum was used with populations beyond the designed scope. Practice or Policy: To understand why teachers may not consistently implement evidence-based curricula with fidelity, we explain steps other education researchers can use to apply the TDF and insights from the field of implementation sciences. We provide sample TDF survey questions and suggestions to help educators and researchers systematically revise the theory of change for curricular interventions.

摘要

研究成果：本研究使用理论领域框架 (TDF) 来检查教师实施补充学术语言课程的障碍。尽管对这种脚本化课程非常满意，但过去的三项研究表明，教师在实施课程时的忠诚度和脱离脚本的难度存在差异。因此，我们的目标是确定实现保真度的障碍，并将这些障碍映射到可能的行为改变技术上。参与者包括来自学前班和幼儿园班级的 175 名教师。我们使用了混合方法，包括调查、焦点小组以及与教师及其教练的访谈。忠实实施的最显着障碍是：教学时间的优先级竞争以及教师知识和技能有限。对于一些老师来说，实践或政策：为了理解为什么教师可能无法始终如一地忠实地实施循证课程，我们解释了其他教育研究人员可以用来应用 TDF 和实施科学领域的见解的步骤。我们提供样本 TDF 调查问题和建议，以帮助教育工作者和研究人员系统地修改课程干预的变革理论。