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Intervention Fidelity, Teacher Perceptions, and Child Outcomes of a Literacy Curriculum in a Head Start Program: A Mixed Methods Study

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
Principal Investigator(s):
Research Scholar(s):
Grantee(s)/Contrator(s):

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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