Fidelity of Intervention of Elementary Curriculum for Gifted Students: Implications for Professional Development

• In Event: Professional Development in English Language Arts

Abstract

The present study investigated the degree of fidelity of implementation of a curriculum designed for gifted third-graders, the types of modifications of the lessons, and the reasons for the modifications. Project-developed elementary language arts curricula (2 units) served as the data sources. Of three cohorts, 104 teachers in cohort 1 and 2 implemented the two units, were observed implementing the lessons and were interviewed regarding modifications that were made. Fifty-two teachers in cohort 2 and 28 teachers in cohort 3 completed a fidelity form aligned with each lesson. Findings indicate that the implementation of curricular materials varies across teachers and classroom type. The findings point to the need for consideration of amount of time for services and teacher professional development.

Authors

• Tonya R. Moon, University of Virginia

• Sunhee Park, University of Virginia

• Carolyn M. Callahan, University of Virginia

• Annalissa V. Brodersen, University of Virginia