Structured Abstract
Sample
The study is conducted at two grade levels (kindergarten, fourth grade) at three sites (Nashville, Minneapolis, South Texas). Nashville's schools comprise 37 percent Caucasian, 42 percent African American, 18 percent Hispanic, and 3 percent other students with mixed socioeconomic status (SES). Minneapolis serves a mixed SES population with 26 percent Caucasian, 15 percent Asian American, 45 percent African American, 11 percent Hispanic, and 4 percent Native American. In several small districts in South Texas, the school population is overwhelmingly Hispanic, Spanish speaking, and poor. At each of our 3 sites, the sample is constituted in 50 percent Title 1 and 50 percent non-Title 1 schools.
The researchers identified four levels of support to promote scaling:
Research design and methods
Within schools, the researchers will randomly assign 624 teachers across 4 years to 4 levels of support for phase 1 implementation. They will then stratify by phase 1 condition and randomly assign phase 2 teachers to two sustainability conditions. We examine effects on phase 1 fidelity and student achievement and on subsequent fidelity of implementation for up to 4 years. This is done using hierarchical linear modeling to assess the contribution of teacher variables to implementation fidelity and student achievement and to assess the contribution of fidelity on achievement. In phase 5, the researchers will continue to collect data on sustainability while conducting case studies.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
WWC Review:
Stein, M. L., Berends, M., Fuchs, D., McMaster, K., Sáenz, L., Yen, L., ... & Compton, D. L. (2008). Scaling up an early reading program: Relationships among teacher support, fidelity of implementation, and student performance across different sites and years. Educational evaluation and policy analysis, 30(4), 368-388. [WWC Review]
McMaster, K. L., Kung, S. H., Han, I., & Cao, M. (2008). Peer-assisted learning strategies: A "Tier 1" approach to promoting English learners' response to intervention. Exceptional Children, 74(2), 194-214. [WWC Review]
Select Publications:
Journal articles
Kearns, D.M., Fuchs, D., McMaster, K.L., Sáenz, L., Fuchs, L.S., Yen, L., ... and Smith, T.M. (2010). Factors Contributing to Teachers' Sustained Use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness, 3 (4), 315-342.
Lemons, C.J., Fuchs, D., Gilbert, J.K., and Fuchs, L.S. (2014). Evidence-Based Practices in a Changing World Reconsidering the Counterfactual in Education Research. Educational Researcher, 43 (5): 242-252.
McMaster, K.L., Han, I., Coolong-Chaffin, M., and Fuchs, D. (2013). Promoting Teachers' Use of Scientifically Based Instruction: A Comparison of University Versus District Support. The Elementary School Journal, 113(3): 303-330.
McMaster, K.L., Kung, H., Han, I., and Cao, M. (2008). Peer-Assisted Learning Strategies: A 'Tier 1' Approach to Promoting English Learners' Response to Intervention. Exceptional Children, 74(2): 194-214.
Petursdottir, A.-L., McMaster, K., McComas, J.J., Bradfield, T., Braganza, V., Koch-McDonald, J., Rodriguez, R., and Scharf, H. (2009). Brief Experimental Analysis of Early Reading Interventions. Journal of School Psychology, 47(4): 215-243.
Rafdal, B.H., McMaster, K.L., McConnell, S.R., Fuchs, D., and Fuchs, L.S. (2011). The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities. Exceptional Children, 77 (3), 299-316.
Saenz, L., McMaster, K., Fuchs, D., and Fuchs, L.S. (2007). Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs. Journal of Cognitive Education and Psychology, 6(3): 395-410.
Stein, M.L., Berends, M., Fuchs, D., McMaster, K., Sáenz, L., Loulee Y., Fuchs, L.S., and Compton, D.L. (2008). Scaling-Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years. Educational Evaluation and Policy Analysis, 30(4): 368-388.
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