Measuring intervention fidelity from different perspectives with multiple methods: The "Reflect" program as an example

Autor(en)

Marie-Therese Schultes, Gregor Jöstl, Monika Finsterwald, Barbara Schober, Christiane Spiel

Abstrakt

Implementing programs with high intervention fidelity generally increases program effectiveness. When evaluating intervention fidelity, collecting data from multiple informants and using different methods is likely to clarify different aspects of program outcomes. The present study investigated intervention fidelity in a gender competence program being implemented by 31 teachers in their classrooms. Intervention fidelity was assessed by expert ratings of the teachers’ project portfolios and a survey of 564 participating students. Multilevel analyses showed that the two perspectives predicted different outcomes: the experts’ ratings were linked to the students’ gain in knowledge, while the students’ ratings were linked to a change in their perception of a diversity-fair classroom environment. The results argue for a multi-perspective, multi-method approach when evaluating intervention fidelity.

Organisation(en)

Institut für Arbeits-, Wirtschafts- und Sozialpsychologie, Büro des Rektorats

Journal

Studies in Educational Evaluation

Band

47

Seiten

102-112

Anzahl der Seiten

11

DOI

https://doi.org/10.1016/j.stueduc.2015.10.001

Publikationsdatum

12-2015

Peer-reviewed

Ja

ÖFOS 2012

501002 Angewandte Psychologie, 501016 Pädagogische Psychologie

Schlagwörter

ASJC Scopus Sachgebiete

Education

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/3d0fea1d-abb5-44fd-8510-bb1626d6058c