All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Measuring Fidelity and Concerns in the Process of Implementing an Educational Innovation
Unformatted Document Text:  Participants will have the opportunity to learn about the specific DPPE program developed by the university, the underlying theoretical framework that supports the DPPE, the processes of disseminating and implementing that program, the creation of a fidelity instrument, and the findings from the assessments of fidelity and concerns. B. Methods: The session will primarily center on a lecture format, with opportunities for questions, feedback, and critique from learner/participants. The lecture will be supported with a multi-media presentation that includes audio and video representations of the DPPE program. References Bauman, L. J., Stein, R., & Ireys, H. T. (1991). Reinventing fidelity: The transfer of social technology among settings. American Journal of Community Psychology, 19(4), 619-639. Berman, P. (1980). Thinking about programmed and adaptive implementation: Matching strategies to situations. In H. M. Ingram & D. E. Mann (Eds.), Why policies succeed or fail. Beverly Hills, CA: Sage. Blakely, C. H., Mayer, J. P., Gottschalk, R. G., Schmitt, N., Davidson, W. S., Roitman, D. B., et al. (1987). The fidelity-adaptation debate: Implications for the implementation of public sector social programs. American Journal of Community Psychology, 15, 253-268. Hall, G. E., & Hord, S. M. (1987). The teacher's point of view: Stages of concern. In Change in schools: Facilitating the Process (pp. 52-80). Albany: State University of New York Press. Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles & potholes. Boston: Allyn & Bacon. Mayer, J. P., Blakely, C. H., & Davidson, W. S. (1986). Social program innovation and dissemination: A study of organizational processes. Policy Studies Review, 6, 273-286. Sprinthall, N. & Thies-Sprinthall, L. (1983). The teacher as an adult learner: A cognitive- developmental view. In Eighty-second Yearbook of the National Society for the Study of Education. Chicago: The University of Chicago Press.

Authors: Dotger, Benjamin. and Reiman, Alan.
first   previous   Page 3 of 3   next   last



background image
Participants will have the opportunity to learn about the specific DPPE program
developed by the university, the underlying theoretical framework that supports the DPPE, the
processes of disseminating and implementing that program, the creation of a fidelity instrument,
and the findings from the assessments of fidelity and concerns.
B. Methods:
The session will primarily center on a lecture format, with opportunities for questions,
feedback, and critique from learner/participants. The lecture will be supported with a multi-
media presentation that includes audio and video representations of the DPPE program.
References
Bauman, L. J., Stein, R., & Ireys, H. T. (1991). Reinventing fidelity: The transfer of social
technology among settings. American Journal of Community Psychology, 19(4), 619-639.
Berman, P. (1980). Thinking about programmed and adaptive implementation: Matching
strategies to situations. In H. M. Ingram & D. E. Mann (Eds.), Why policies succeed or
fail
. Beverly Hills, CA: Sage.
Blakely, C. H., Mayer, J. P., Gottschalk, R. G., Schmitt, N., Davidson, W. S., Roitman, D. B., et
al. (1987). The fidelity-adaptation debate: Implications for the implementation of public
sector social programs. American Journal of Community Psychology, 15, 253-268.
Hall, G. E., & Hord, S. M. (1987). The teacher's point of view: Stages of concern. In Change in
schools: Facilitating the Process (pp. 52-80). Albany: State University of New York
Press.
Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles & potholes.
Boston: Allyn & Bacon.
Mayer, J. P., Blakely, C. H., & Davidson, W. S. (1986). Social program innovation and
dissemination: A study of organizational processes. Policy Studies Review, 6, 273-286.
Sprinthall, N. & Thies-Sprinthall, L. (1983). The teacher as an adult learner: A cognitive-
developmental view. In Eighty-second Yearbook of the National Society for the Study of
Education
. Chicago: The University of Chicago Press.


Convention
Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 3 of 3   next   last

©2012 All Academic, Inc.