Description:
The study will examine relations among implementation fidelity of an intervention curriculum, teacher characteristics, and their perceptions of intervention curriculum, and child literacy outcomes within Head Start programs participating in an Early Reading First project. The implications of this mixed-methods study include: 1) strengthening intervention design and improving curriculum intervention fidelity of implementation in early childhood programs; 2) providing further evidence on the importance of implementation fidelity; 3) maximizing potential impacts of interventions by increasing fidelity; 4) benefits to child literacy outcomes; 5) support to Head Start classroom teachers for curriculum implementation.
Resource Type:
Administration for Children and Families/OPRE Projects
Research Scholar(s):
Grantee(s)/Contrator(s):