“Remember, you’re a master teacher”: Counternarratives of Implementation Fidelity
Author
Downs, KadeIssue Date
2024Keywords
counternarrativegeneral education
implementation fidelity
narrative inquiry
positioning theory
teacher
Advisor
Vega, Desiree
Metadata
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The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
The current implementation fidelity narrative in education is one written in federal legislation(e.g., ESSA, 2015; IDEA, 2004) and peer-reviewed journals (e.g., Chu et al., 2020; Noell et al., 2014). While teachers represent a significant force for the implementation of evidence-based practices in schools, their experiences and wisdom are often excluded from the narrative — widening the gap between researchers and policymakers on one side and practitioners on the other. One way to close the gap is to begin including teacher voices in the narrative. In this qualitative dissertation I used a constructivist framework built on narrative inquiry (Clandinin & Connelly, 2004) and positioning theory (Davies & Harré, 1999) to generate counternarratives of implementation fidelity in school settings with five general education teachers in the United States. The lived experiences of these teachers reflect several systemic barriers that limit their ability to respond to student needs in a culturally responsive and timely manner, and represent several ways implementation fidelity as a process could be improved for teachers as well as students.Type
Electronic Dissertationtext
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Graduate CollegeSchool Psychology