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Practitioners’ views of an implementation fidelity measure for the evidence-based achievement mentoring program

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TitleInfo
Title
Practitioners’ views of an implementation fidelity measure for the evidence-based achievement mentoring program
Name (type = personal)
NamePart (type = family)
Shepherd
NamePart (type = given)
Mason R.
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Mason R. Shepherd III
Role
RoleTerm (authority = RULIB)
author
NamePart (type = termsOfAddress)
III
Name (type = personal)
NamePart (type = family)
Bry
NamePart (type = given)
Brenna H.
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Brenna H. Bry
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Boyd-Franklin
NamePart (type = given)
Nancy
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Nancy Boyd-Franklin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
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school
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Text
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theses
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DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-08
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
The positive outcomes of evidence-based programs decline when interventions are implemented without fidelity (e.g., Ogden et al., 2012; Smith-Boydston, Holtzman, & Roberts, 2014; Sundell, Hansson, Löfholm, Olsson, Gustle, & Kadesjö, 2008). The measurement of implementation fidelity, the degree that current practices correspond with the original program’s prescription (Durlak & DuPre, 2008), is important for monitoring whether a program is being implemented in a manner correspondent to when it was proven to be effective. Despite abundant evidence that monitoring implementation fidelity improves outcomes, in non-research settings, fidelity measurement is often challenging to accomplish due to a variety of factors including lacking human and financial resources. Relatively little systematic attention, however, has been given to the perspectives of practitioners who are implementing evidence-based programs regarding their perception of factors that may increase the reporting of implementation fidelity data. In the current study, the author conducted a short web-survey (eight questions) and obtained the perspectives of 92 current and past practitioners of the Achievement Mentoring Program, an evidence-based, school-based intervention targeting the problematic academic behaviors of at-risk youth (Boyd-Franklin & Bry, 2019). Results included quantitative and qualitive data reflecting practitioner identified factors that facilitate/interfere with fidelity measurement (e.g., email reminders), and practitioner interest in seeing a variety of possible fidelity measurement modifications intended to increase utility for practitioners. Practitioners rated higher interest in modifications that featured student-centered data and rated lower interest in modifications featuring practitioner-focused performance data.
Subject (authority = local)
Topic
Implementation fidelity
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Educational evaluation
Subject (authority = ETD-LCSH)
Topic
Mentoring in education
Subject (authority = ETD-LCSH)
Topic
Problem youth
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
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ETD_10165
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application/pdf
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text/xml
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1 online resource (vi, 90 pages) : illustrations
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
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Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-n2xv-ah55
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Shepherd
GivenName
Mason
MiddleName
R.
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III
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Permission or license
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2019-08-13 10:28:13
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Name
Mason R. Shepherd III
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Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
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Copyright protected
Availability
Status
Open
Reason
Permission or license
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2019-08-12T21:24:24
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2019-08-13T09:23:47
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