| Abstract |
Implementation considerations should be integrated into the iterative development of educational innovations. The purpose of this design-based implementation research (DBIR) was to identify intervention components worthy of revision, examine the feasibility of a video manual and document barriers to the implementation of a multi-tiered dual-language instructional curriculum. Six teachers implemented the curriculum and provided feedback via structured interviews. Although four of the six teachers reported the intervention to be highly feasible, multi-tiered instruction did not align with the beliefs of two teachers. Teachers’ feedback combined with child-level narrative and vocabulary outcomes led to curriculum revisions and to the creation of additional implementation supports. Findings suggest system-level barriers influence the sustainability of multi-tiered instruction in early childhood settings. |
| Authors |
Trina D. Spencer  , Meghan Moran , Douglas B. Petersen  , Marilyn S. Thompson , M. Adelaida Restrepo
|
| Journal Info |
Taylor & Francis | Fundacion Infancia y Aprendizaje , vol: 47
, iss: 1
, pages: 138 - 172
|
| Publication Date |
2/1/2024 |
| ISSN |
0210-3702 |
Type |
article |
| Open Access |
hybrid
|
| DOI |
https://doi.org/10.1177/02103702231225381 |
| Keywords |
Language Development (Score: 0.508411) , Primary School Education (Score: 0.502686)
|
