Fidelity of Intervention of English/Language Arts Elementary Curriculum for Gifted Students: An Exploratory Investigation

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

Abstract

Recent research has shown that implementation of innovative programs at the classroom level continues to be a major challenge (e.g., Fairbanks, Simonsen, & Sugai, 2008). The purpose of this study was to examine the types of curricular modifications teachers made during the implementation of two third-grade English/Language Arts unit. Results suggest that teachers make choices to modify curricular in detrimental ways more often than in productive, positive ways and that they type of classroom grouping arrangements (pull-out versus self-contained) plays a role in the modifications.

Authors

• Tonya R. Moon, University of Virginia

• Sunhee Park, University of Virginia