Guerin, R. & Barile, J.P. (November 2019) Using multilevel models to evaluate the association of teacher-level fidelity of implementation of a national young worker curriculum on student level outcomes . American Evaluation Association Annual Conference. Minneapolis, MN.
Fidelity of implementation is defined as the extent to which a program is implemented as intended by the developers. In school-based interventions where the “treatment” is a new curriculum, multilevel models (MLMs) provide useful tools to evaluators for estimating relationships (of within and between level associations) of fidelity and program effects. This presentation describes outcomes associated with instruction on Talking Safety, a foundational, occupational safety and health (OSH) curriculum, among ~3,500 eighth graders in a large U.S. school district. Two-level, MLMs (students nested within teachers) were used to examine relationships between fidelity (measured as the amount of time study teachers, N=76, dedicated to and the level of completeness of lessons) and student outcomes (OSH knowledge, attitude, subjective norm, self-efficacy, and behavioral intention). Results suggest higher levels of teacher implementation fidelity were associated with significant student gains across outcomes and provide support for operationalizing fidelity as a multilevel construct.
Gurein, R & Barile, J. P. (December 2019) Adapting implementation strategies to advance translation and public health research in education settings: Lessons learned from the implementation of a national curriculum to promote young worker safety and health in a large, US school district. 12th Annual Conference on the Science of Dissemination and Implementation in Health. Arlington, VA.