Promoting Fidelity Using Remote and Onsite Support

描述(由申请人提供)： 随着以研究为基础的药物使用预防课程的传播越来越多，现在的注意力转向促进执行的准确性。忠诚度指的是实施的几个组成部分，包括坚持规定的课程方法，确保适当的教学方法，以及在必要时进行适当的适应，而不会威胁到课程的完整性。为了忠实地实施，教师需要了解课程的目标，并需要有动力按照设计交付课程。为了提高保真度，手册和简短的初步培训已成为标准程序，开发人员现在正在利用通过在线和多媒体机制提供的信息，以及应请求提供的技术援助。然而，对教育创新传播的研究表明，个性化辅导可能也是实现预防目标所必需的。这项拟议的研究将测试两种培训条件的相对效果，以支持以研究为基础的课程All Stars的实施。符合“标准”培训条件的教师将接受初步培训、应要求提供技术援助、关于该计划的在线和视频指导以及基于互联网的“即时”支持。除了标准的培训内容外，“强化”培训条件下的教师将接受现场指导、积极主动的技术援助，并将参加一项计划，以表彰他们对课程交付的掌握。我们将采用随机实验设计，连续三年跟踪调查教师，以检验培训的效果。将通过录像观察他们的课堂表现以及通过调查和访谈来评估他们的课程遵守情况、促进学生互动、课程调整、实施计划的动机以及对目标调解人的理解。将通过学生调查来衡量对学生一级调解人和物质使用的影响。将评估增强型培训相对于标准培训条件的成本效益。研究结果将向预防领域提供关于个性化指导和技术援助的潜力，以促进课程保真度并影响关键的学生层面的中介变量。

DESCRIPTION (provided by applicant): With the increasing dissemination of research-based substance use prevention curricula, attention is now turning to promoting the fidelity of implementation. Fidelity refers to several components of implementation, including adhering to prescribed curriculum methods, insuring appropriate teaching methods, and making appropriate adaptations when needed that do not threaten the curriculum's integrity. To implement with fidelity, teachers need to understand the curriculum's objectives, and need to be motivated to deliver the program as designed. To promote fidelity, manuals and brief initial training have become standard procedure, and developers are now making use of information delivered through online and multimedia mechanisms, as well as technical assistance upon request. However, research on the dissemination of educational innovations suggests that personalized coaching may also be necessary to achieve prevention goals. The proposed study will test the relative effects of two training conditions to support the implementation of All Stars, a research-based curriculum. Teachers in the "standard" training condition will receive initial training, technical assistance on request, online and video instruction about the program, and Internet-based "just-in-time" support. In addition to the standard training components, teachers in the "enhanced" training condition will receive onsite coaching, proactive technical assistance, and will participate in a program to recognize their mastery of curriculum delivery. We will test the effects of training in a randomized experimental design, following teachers over three consecutive years. Their curriculum adherence, promotion of student interactivity, curriculum adaptations, motivation to implement the program, and understanding of targeted mediators will be assessed through videotaped observations of their classroom performance and through surveys and interviews. Effects on student-level mediators and substance use will be measured through student surveys. The cost-effectiveness of the enhanced relative to the standard training conditions will be assessed. Study results will inform the prevention field concerning the potential for personalized coaching and technical assistance to promote curriculum fidelity and affect key student-level mediating variables.