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The study compares a fidelity-focused approach with a structured adaptive approach within a randomized trial of READS for Summer Learning. Findings support a scaffolded sequence: fidelity-first implementation promotes learning and instructional change especially for teachers inexperienced with the intervention, while structured adaptations work better for experienced teachers. Student benefits from structured adaptations occur only when teachers previously used the fidelity-focused version.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scaffolding-fidelity-and-adaptation-in-educational-program-implementation-experimental-evidence-from-a-literacy-intervention/590595/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scaffolding-fidelity-and-adaptation-in-educational-program-implementation-experimental-evidence-from-a-literacy-intervention/590595.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about scaling educational programs?","Question",{"text":112,"@type":113},"It examines whether scaling should prioritize strict fidelity to evidence-based practices or allow structured adaptations to fit local contexts, and how these approaches interact over time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were schools assigned in the randomized trial of the literacy intervention?",{"text":117,"@type":113},"Twenty-seven schools were randomly assigned to a core fidelity-focused condition or to a core treatment plus structured teacher adaptation condition.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the key evidence supporting the scaffolded sequence?",{"text":121,"@type":113},"A fidelity-first approach improved learning and instructional change for teachers without prior intervention experience, while structured adaptations were more effective for teachers with prior experience with the fidelity-focused version.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590595,1792165602,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal December 2017, Vol. 54, No. 6, pp. 1187–1220 DOI: 10.3102/0002831217717692  \n􀀂 2017 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nScaffolding Fidelity and Adaptation in Educational Program Implementation:  \nExperimental Evidence From a Literacy Intervention  \nDavid M. Quinn University of Southern California James S. Kim  \nHarvard University  \nIn a common approach for scaling up effective educational practice, schools adopt evidence-based programs to be implemented with fidelity. An alternative approach assumes that programs should be adapted to local contexts. In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations. We find evidence supporting the scaffolded sequence: A fidelity-focused approach promoted learning and instructional change more so for teachers inexperienced with the intervention, while a structured adaptive approach was more effective for teachers experienced with the intervention. Students benefited more from the structured adaptive approach but only when their teacher had prior experience with the fidelity-focused version.  \nKEYWORDS: cluster-randomized trial, fidelity of implementation, flexible implementation, scale-up  \nn important and enduring question in  \nAbased instructional practices can be  \neducation is that of how researchbrought to scale (Coburn, 2003;  \nElmore, 1996) . In one common model for scaling up education interventions,  \nDAVID M. QUINN is an assistant professor of education at the Rossier School of Education, University of Southern California, 3470 Trousdale Parkway, Los Angeles, CA 90089; e-mail: [quinnd@usc.edu](quinnd@usc.edu. His)[. His](quinnd@usc.edu. His) research focuses on measuring and explaining inequalities in educational outcomes by race/ethnicity and socioeconomic status; he is particularly interested in the role that teachers can play in closing achievement gaps and improving student outcomes.  \nJAMES S. KIM is a professor at Harvard University. His research examines the effectiveness of literacy reforms and interventions in improving student outcomes.  \nQuinn, Kim  \nschools adopt evidence-based programs, and administrators do their best to ensure that teachers implement those programs with fidelity (the ‘‘fidelityfocused’’ approach) . Scholars have argued, however, that consistently achieving positive results across the dynamic and varied settings of schools requires a different model, in which teachers adapt a program’s instructional practices to better fit their context while adhering to core program principles (McDonald, Keesler, Kauffman, & Schneider, 2006) . While this approach of‘‘structured adaptive’’ implementation has the potential to improve the fit between instructional practices and local conditions, adaptation also introduces the possibility that teachers will alter practices in ways that make them less effective (McLaughlin & Mitra, 2002) . A third model for managing program implementation combines the fidelity-focused and structured adaptive approaches into a ‘‘scaffolded sequence’’ designed to prepare teachers to make effective rather than counterproductive adaptations (McMaster et al., 2014; Slavin, Madden, & Datnow, 2007) . In this scaffolded sequence, teachers first internalize a program’s theory and become proficient with its procedures by implementing the program with fidelity. After mastering the program as designed, teachers transition into an adaptive phase of program implementation during which structures guide their tailoring of the program to their context. However, little empirical work has been done to test the effects of such a scaffolded sequence of program implementation on teacher and student outcomes.  \nIn this study, we investigate the effectiveness of the scaffolded sequence of program implementation in the context of a ","cbCaimSGZFsWJNnU","https://ap.wps.com/l/cbCaimSGZFsWJNnU","pdf",903130,34,"English","# Introduction\n# Study Design and Conditions\n## Core Fidelity-Focused vs Adaptive Structured Adaptations\n# The Scaffolded Sequence Framework\n# Baseline Context and Prior Experience\n# Approaches Compared: Assumptions and Implementation Demands","[{\"question\":\"What problem does the study address about scaling educational programs?\",\"answer\":\"It examines whether scaling should prioritize strict fidelity to evidence-based practices or allow structured adaptations to fit local contexts, and how these approaches interact over time.\"},{\"question\":\"How were schools assigned in the randomized trial of the literacy intervention?\",\"answer\":\"Twenty-seven schools were randomly assigned to a core fidelity-focused condition or to a core treatment plus structured teacher adaptation condition.\"},{\"question\":\"What is the key evidence supporting the scaffolded sequence?\",\"answer\":\"A fidelity-first approach improved learning and instructional change for teachers without prior intervention experience, while structured adaptations were more effective for teachers with prior experience with the fidelity-focused version.\"}]","Scaffolding Fidelity and Adaptation in Educational Program Implementation - Experimental Evidence From a Literacy Intervention | PDF",1792069993,86]