Fidelity, Teacher Perceptions, and Child Literacy Outcomes: A Mixed-Methods Study

• In Event: 31.045 - Challenging and Dismantling Gates: Reframing Assessment, Evaluation, and Teacher Certification

Abstract

Relations among curriculum implementation fidelity, teacher characteristics, teacher perceptions, and child literacy outcomes were explored within a preschool literacy intervention using a mixed methods design.
Qualitative data from the teacher interviews indicated teachers had unique experiences and perceptions of the curriculum were influenced by their beliefs and experiences. Findings from the quantitative data revealed no relationship between fidelity and child literacy outcomes. However, when the data were mixed, teachers with different rates of fidelity and child outcomes reported different perceptions of the curriculum.
The study provides insights into how teacher perceptions may influence curriculum implementation as well as child outcomes. It offers implications to early childhood programs and contributes to the emerging field of implementation science.

Authors

• Dawn Davis, University of Nebraska - Lincoln

• Helen Raikes, University of Nebraska - Lincoln

• Lisa Knoche, University of Nebraska - Lincoln