Supporting teachers to implement precision teaching in busy classrooms to increase the impact of evidence-informed interventions in schools

Background Fluent numeracy skills are essential to participate within society as informed and contributing citizens and are associated with future life outcomes including employment and socioeconomic status. Despite their importance a significant socio-economic gap in mathematical achievement exists globally. Precision Teaching (PT) has shown promise at improving numeracy skills for students from educationally disadvantaged backgrounds. However, its application in public schools remains limited. Much of the PT literature to date has focused on its efficacy when implemented by researchers. Less is known about the factors that impact its effectiveness when implemented by typical intervention agents such as teachers in the natural environment. Aim The aim of this research is to explore variables associated with effective implementation of PT by teachers in order to increase the uptake of evidence-informed approaches to teach numeracy in educationally disadvantaged schools. Methods This thesis employed a multi-method approach using both qualitative and quantitative methods. Study 1 was a qualitative study which aimed to develop an initial understanding of procedural fidelity when PT is implemented by teachers. Specifically individual semi-structured interviews were conducted with nine expert teacher trainers which were then analysed using template thematic analysis. Quantitative methods were employed in study 2 to evaluate the impact of a fidelity error on data-based decision-making on learner outcomes. An applied between groups parametric analysis of fidelity was conducted across five classrooms. Data were analysed using equivalence testing, specifically two one-sided t-tests of equivalence. Qualitative methods were employed again in study 3 to assess the social validity of teacher-implemented PT from a student’s perspective. A total of 81 students participated across 16 focus groups and data were analysed using reflexive thematic analysis. Findings The qualitative analysis of expert teacher trainers’ views on procedural fidelity revealed that a range of fidelity errors occur when PT is implemented by teachers in classrooms. Participants believed the system is flexible and tolerant to some fidelity errors, however others when persistent can have a detrimental effect on learning and emotional outcomes. Omitting data-based decision making was one error that was continually proposed to have a detrimental impact. While flexibility was acknowledged as fundamental to PT, trainers emphasised the importance of recognising PT as a system and how each component scaffolds the last. Thus, the general consensus was that while fidelity errors on components could be tolerated, no component could be omitted completely. Findings from the descriptive statistics of parametric analysis of fidelity revealed that learners could still make acceptable progress in the short-term when fidelity was reduced on data-based decision-making, however learning became less predictable. Finally, study 3 portrayed PT as a socially valid approach to learning maths according to students. Students enjoyed the active role they played in implementation, the achievable yet challenging goals, the familiar routine, monitoring their progress and positive reinforcement associated with the procedure. Despite the many benefits students mentioned, they also voiced some frustrations and suggested that the social validity could be improved with more support and time to complete the worksheets. Generally, students’ discussions demonstrated pride in their achievements, gains in confidence, concentration and motivation to engage in PT in the future. Conclusions Overall, the current thesis provides valuable insight into the factors associated with sustainable implementation of PT in educationally disadvantaged schools. This thesis represents a significant step forward towards bridging the research-to-practice gap in PT and in turn providing students with effective evidence-informed approaches to improve numeracy skills. Considering key variables related to implementation, namely procedural fidelity and social validity, provides an evidence-base upon which to build more feasible, acceptable and contextually relevant trainings and interventions in PT in the future.

Funder

Irish Research Council

Publisher

University of Galway

Rights

CC BY-NC-ND

cbn

Collections

University of Galway Theses (PhD Theses)