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SUMMARY:Educational interventions:  Challenging the limitations of traditi
 onal fidelity of implementation - Fiona Jackson\, Faculty of Education
DTSTART:20131030T130000Z
DTEND:20131030T140000Z
UID:TALK48636@talks.cam.ac.uk
CONTACT:J. Gilevskaja
DESCRIPTION:An unresolved issue in the field of implementation research is
  how to conceptualise and evaluate the success of educational intervention
 s. Notably\, whether to take into consideration intervention adaptations i
 ntroduced by teachers\; referred to as the fidelity-adaptation debate. Whi
 lst my study identified adaptations that may compromise an intervention’
 s overall theoretical objectives (infidelity)\, I focussed on adaptations 
 that offered valuable contributions to implementations (positive infidelit
 y). In doing so\, I created a framework for highlighting teachers’ actio
 ns which may contribute positively to the implementation process. The prin
 ciples underlying this framework may be applied to any education programme
  or curricula where fidelity is a concern.
LOCATION:Room 2S5\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge CB2 8PQ
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