Searching for Evidence-Based Practice: A Survey of Empirical Studies on Curricular Interventions Measuring Fidelity of Implementation

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-15 - Evidence-Based Practices for Gifted Students

Abstract

In an environment of accountability, the development of evidence-based practices (EBPs) is expected. To demonstrate that a practice is evidence-based, quality indicators of rigorous methodology should be present including a showing that teachers have implemented an intervention with fidelity to its design (FOI), and failure to establish FOI limits the conclusions that can be drawn from any outcome evaluation. This study surveys the gifted education literature to ascertain how FOI has been reported in curriculum intervention efficacy studies. Of eleven curriculum intervention studies included, each addressed FOI. However, the quality of the methods used to measure FOI, and the degree to which fidelity data were reported varied widely suggesting the need for increased methodological rigor in gifted curriculum research.

Authors

• Tracy Christine Missett, University of Montana - Missoula

• Lisa Hall Foster, Liberty University