Using Critical Components and Theoretical Underpinnings to Justify Modifications to a Gifted Literacy Intervention

• In Event: 70.060 - Creative Teaching and Policy Implications in Gifted Education

Abstract

This presentation reports on a mixed-methods research study on the fidelity of implementation of a 3rd grade gifted intervention which: 1) Identified the theoretical underpinnings and critical components of the curricular intervention to measure fidelity to the theoretical framework and 2) Investigated the extent to which implementation occurred with fidelity relative to the theoretical underpinnings and the spirit of gifted education in general. Findings have implications for reporting to stakeholders and funders, furthering the development of fidelity measures with regards to theory and gifted curriculum, and understanding why identification of components prior to implementation is necessary.

Author

• Lisa Hall Foster, Liberty University