DEVELOPMENT OF A GROUNDED THEORY FOR TEACHER

DECISIONS TO ADAPT RESEARCH-BASED HEALTH

EDUCATION CURRICULA

James P. Hurley Ph.D.jamesh@rmc.org

Brent G. Wilson Ph.D.

Introduction to the problem

Introduction to the study

Purpose / Significance of the study

Fidelity

Integrity, adherence, or quality of program delivery

Refers to the degree to which teachers and other program providers implement programs as intended by the program developers (Dane & Schneider, 1998; Dusenbury et al., 2003)

Adaptation

Adaptation is the degree to which an innovation is changed or modified by the user in the adoption and implementation process (Rogers, 1995).

Prevalence of Adaptation

A 2003 study reveled that 79.8% of teachers adapted the curriculum based on student needs (Ringwalt et al. 2003).

Between 23% and 81% of program activities may be omitted during implementation (Durlak, 1998).

Only 19% of schools implemented research-based curricula with fidelity (Hallfors & Godette, 2002).

“Attention to BOTH fidelity and adaptation is essential for successful implementation of science-based prevention programs.” (Backer, 2002)

METHODOLOGY

RESEARCH QUESTIONS

1. What factors or considerations influence health educators’ decision to adapt curriculum?

2. When do health educators make adaptations to the curriculum?

3. What types of curricular adaptations do health educators make to curriculum?

RESEARCH DESIGN

Grounded Theory (Glaser & Strauss, 1967)

Participants

Belinda

Sara

Kathy

Jerry

DATA COLLECTION

Interviews

Observations

Lesson plans and materialsObservati

on

Post- observation Interview

Pre- observatio

n

Pre-Curriculum Interviews Post-

Interview

DATA ANALYSIS

Open Coding

Constant comparison

Axial coding

Identification of Dimensions and Themes

Development of grounded theory

LIMITATIONS

Training

Participants

Curriculum

Observations

FINDINGSWhat are Teachers doing in the real-world

of implementation?

Potential Threats to FidelityCurricular Improvement

Teacher as Sense-maker

Research Based Curriculum Enacted

Research-Based Curriculum

Reflection onPractice• Teacher

Experience• Reflection-on-

Practice• Teaching Skills

Teacher Beliefs

 

Additions, Modifications, Omissions

OU

TP

UT

SIN

PU

TS Student Needs

Unique student population

Student academic ability

 

Policy in Practice Local Standards,

Curriculum, and Assessment

School policies

 

Student Engagement

Safe, Caring Learning Environment

Active Learning

 

Teacher Planning

PR

OC

ES

SIN

G

TO ENGAGE STUDENTS

Safe Supportive learning Environment Safe environment Make personal

connections with students

To engage students through a learning task or activity Make it relevant for

students To make connections

for students To encourage student

sharing and interacting Student learning styles Application of concepts

and skills and practice

STUDENT NEEDS

Student academic needs Additional background

knowledge needed Student academic skill

level

Unique student population Student population

LOCAL POLICIES IN PRACTICE

Local curriculum, standards, and assessment Assessment Standards Curriculum maps or

guides

School policies School scheduling Class size School-wide

initiatives

TYPES OF ADAPTATIONS

Additions = 129 coded references

Modifications = 62 coded references

Omissions = 13 coded references

WHEN DID ADAPTATIONS OCCUR?

Planning

Reflection-in-practice

Reflection-on-practice

Discussion

Teachers aligned adaptations with sound pedagogical practices.

Supported culturally responsive practices.

Role-play needs to be addressed.

Local policies impacted adaptations. (assessment, class size, school wide initiatives).

Scare tactics.

Implications/Recommendations

Implementers

Planning is a key to fidelity and adaptations

Make a point to understand the theoretical underpinnings of the curriculum

Use data to drive adaptations

Ensure alignment of all lessons (outside of the curriculum)

Curriculum Developers

Ensure that activities are interactive

Address student academic ability

Make theory transparent at the lesson level

Consider goal focused implementation

Provide student assessment

Implications/Recommendations

Professional DevelopmentTraining

Build capacity to engage in interactive activities

Provide role-play opportunities

Core component identification

Implementation of program based on school level initiatives/policies

Educational Reform Efforts

Balanced approach to fidelity

Examine how school level inputs will impact the reform

Build teachers belief that the reform is what’s best for their students.

Guide adaptations as opposed to discouraging them

Future Research

What is the impact of cultural adaptations on student outcomes?

How do teachers beliefs guide curricular adaptations?

How can innovative teaching techniques be infused into prevention curriculum to improve student engagement?

How do “goal focused” curriculum compare to predefined research-based curriculum?

Conclusion

The classroom is a complex system of teaching and learning.

Adaptations will occur.

Provide guidance for adaptations based on curriculum theory and sound teaching pedagogy.

THANK YOU!Questions

Hurley, J. P. (2011). Development of a grounded theory for teacher decisions to adapt research based health education curricula. Denver, CO: University of Colorado Denver. Doctoral dissertation. Online: http://goo.gl/VWjbN

References

Backer, T. E. (2002). Finding the balance: Program fidelity and adaptation in substance abuse prevention - A state-of-the-art review, Conference Edition 2002. Rockville M. D.: Substance Abuse and Mental Health Services Administration Center For Substance Abuse Prevention.

Dane, A., & Schneider, B. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23-45.

Durlak, J., & DuPre, E. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(327-350).

Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256.

Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing Company.

Hallfors, D., & Godette, D. (2002). Will the 'Principles of Effectiveness' improve prevention practice? Early findings from a diffusion study. Health Education Research, 17(4), 461-470.

Hurley, J. P. (2011). Development of a grounded theory for teacher decisions to adapt research based health education curricula. Denver, CO: University of Colorado Denver. Doctoral dissertation. Online: http://goo.gl/VWjbN

Rogers, E. (1995). Diffusion of innovations. New York: Free Press.

Ringwalt, C., Ennett, S., Johnson, R., Rohrbach, L., Simons-Rudolph, A., Vincus, A., & Thorne, J. (2003). Factors associated with fidelity to substance use prevention curriculum guides in the nation's middle schools. Health Education & Behavior, 30(3), 375-391.