Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?. Issue 5 (May 2018)

• Record Type: Journal Article
• Authors: Tichnor-Wagner, Ariel; Allen, Danielle; Socol, Allison Rose; Cohen-Vogel, Lora; Rutledge, Stacey; Xing, Qi W.
• Is Part Of: Teachers College record. Volume 120:Issue 5(2018)
• Page Start: 1
• Page End: 52
• Publication Date: 2018-05
• Subjects: Education -- Periodicals; Enseignement -- Périodiques; Éducation -- Périodiques; Education; Periodicals; 370.5
• DOI: 10.1177/016146811812000506
• Languages: English
• ISSNs: 0161-4681

Abstract

Background/Context: This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social Emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model. The model emphasized a top-and-bottom process in which implementers played a central role in the innovation design, and adaptations were planned, tested, and refined based on local school contexts. Purpose: This study sought to understand what implementation integrity looked like in three high schools participating in a continuous continuous-improvement process that promoted deliberate, planned adaptations to PASL, and as well as to uncover factors that may explain differences in the integrity of PASL implementation across the three schools. Research Design: We conducted embedded, qualitative case studies of three large, racially-, ethnically-, and linguistically- diverse urban high schools. Data collected and analyzed included interviews with school innovation design design-team members, student focus groups, and observations of teachers implementing PASL. Findings: Each school made site-specific adaptations to the PASL innovation before and during implementation. However, there was variation in the extent to which the schools demonstrated integrity to the PASL design and their own adaptations. A combination of local contextual factors helped explain differences in implementation integrity across the schools. These factors included the availability of resources and ongoing technical support, the will of local implementers, and perceptions about policy alignment. Conclusions/Recommendations: While PASL was implemented across the three school sites, the degree of implementation integrity varied, suggesting that encouraging program adaptation alone may not solve longstanding challenges associated with achieving depth of implementation. This is the first study of its kind in education, however, and more research is clearly warranted.