Replicating Findings That Support Teacher Self-Report of Fidelity to a Gifted Language Arts Curriculum Model

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-9 - Gifted Education: Practices and Policies

Abstract

The consensus in the education field is that observation data directly gathered by researchers is best (e.g., Century et al., 2010; Dane & Schneider, 1998; Smith, Dunic, & Taylor, 2007), but researchers are often limited in their ability to observe by time and resources (Skolits & Richards, 2010) and ultimately the discussion of fidelity is based on an assessment of a portion of the overall intervention. This study replicated a study by Foster (2011) on a gifted language arts curriculum model to find a correlation between the observer and teacher fidelity logs, The findings suggest that teacher self-report may be a more viable alternative to researcher observation than previously believed.

Authors

• Melanie Caughey, University of Louisiana at Lafayette

• Carolyn M. Callahan, University of Virginia

• Amy Price Azano, Virginia Tech