When evaluating the implementation of an engineering curriculum, it's important to be able to measure the fidelity with which the curriculum is implemented by teachers. In this paper, we describe our instruments for and approaches to measuring fidelity of implementation of an elementary school engineering curriculum, and give evidence for reliability and validity of use of these instruments for an efficacy study of the curriculum. The most important instruments are the engineering lesson implementation logs, for which teachers were prompted to indicate (1) which portions of each engineering lesson they completed; (2) the duration and date of each lesson; and (3) indications of how they taught each portion of the lesson, to measure whether teachers were using a pedagogy more in line with the research study's treatment or comparison group-a measure of program differentiation. In this paper, we provide both qualitative and quantitative evidence for the suitability of use of the engineering logs to measure implementation fidelity.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 15 2019|
|Event||126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019 - Tampa, United States|
Duration: Jun 15 2019 → Jun 19 2019
All Science Journal Classification (ASJC) codes