title: The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.
abstract: This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI.
authors.affiliation: T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287, USA. tabry@asu.edu
authors.forename: Tashia
authors.initials: T
authors.lastname: Abry
authors.forename: Sara E
authors.initials: SE
authors.lastname: Rimm-Kaufman
authors.forename: Ross A
authors.initials: RA
authors.lastname: Larsen
authors.forename: Alexis J
authors.initials: AJ
authors.lastname: Brewer
mesh_terms: D000328:Adult; D002648:Child; D005178:Faculty / Q000592:standards*; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning / Q000502:physiology*; D008137:Longitudinal Studies; D008297:Male; D008875:Middle Aged; D015233:Models, Statistical; D012574:Schools / Q000592:standards; D013334:Students / Q000523:psychology*; D013663:Teaching / Q000379:methods / Q000592:standards*
keywords: Fidelity of implementation; Responsive Classroom approach; Social and emotional learning; Structural equation modeling; Teacher quality; Teacher–student interaction