Implementation Fidelity and Facilitator Concerns in the Process of Disseminating a Deliberate Psychological and Professional Education Innovation

Abstract

This study examines the dissemination of a deliberate psychological and professional education (DPPE) innovation from its development in a university setting to induction within a rural public school system. The DPPE curriculum innovation was designed to foster cognitive and pedagogical development in educators. Until this study, however, research had not been conducted on the integrity given to the DPPE curriculum when it is transferred from university to school system contexts. Thus, this study addresses the degree of fidelity employed, and the concerns expressed, by public school facilitators as they assume responsibility for implementing the DPPE curriculum innovation. Three quantitative research questions scrutinize the degree of implementation fidelity through an examination of verbal interaction patterns, stages of concern, and core component fidelity. A fourth qualitative research question is employed to ascertain the facilitators' rationale in either maintaining fidelity or introducing changes to the DPPE curriculum innovation. Findings from this study indicate that the DPPE's instructional and curriculum core components were implemented with a high degree of fidelity. Additionally, facilitators indicated peak Stage — 5 Collaboration concerns, indicating focused attention and energy toward coordinated and collaborative facilitation efforts. Verbal interaction patterns differed with regard to direct and indirect facilitator talk, but the percentages of learner engagement and response opportunities were closely aligned with university facilitator standards. Finally, qualitative data indicate significant attention given to the DPPE teacher participants, with adaptations to the DPPE curriculum innovation centering on their participants' expressed concerns and needs.