ABSTRACT

Fidelity of implementation (FOI) has received attention in calls for funding and research; however, there are numerous ways of conceptualising and measuring this construct. We argue that this conceptualisation is important for recent reform efforts focused on science practices. Consequently, we explored FOI in the context of the enactment of a middle-school curriculum focused on one particular science practice, argumentation. We coded videos of five teachers’ enactments of argumentation lessons using two different fidelity coding schemes. First, Fidelity to Procedure targeted teachers’ adherence to the order and types of procedures. Second, Fidelity to Goal examined teachers’ adherence to the overarching argumentation goals. This analysis resulted in case studies that illustrate distinct patterns in the teachers’ curriculum enactments. One case in particular, Ms Newbury, received a low score for Fidelity to Procedure, but a high score for Fidelity to Goal. She altered procedures to provide her students, all of whom were English Language Learners, with different linguistic supports, but maintained the overarching argumentation goals. Consequently, we argue that FOI for goals may better capture whether teachers’ enactments are supporting students in the science practices. Furthermore, the results suggest the importance of educative curriculum including rationales for the curricular goals.

摘要

实施保真度（FOI）在呼吁进行资助和研究时受到关注；但是，有许多方法可以概念化和衡量此构造。我们认为，这种概念化对于最近针对科学实践的改革努力很重要。因此，我们在制定以一种特殊的科学实践，论证为重点的中学课程的背景下探索了信息自由。我们使用两种不同的保真度编码方案对五位教师论证课程的表演进行了编码。首先，“忠实于程序”的目标是教师遵守程序的顺序和类型。二，忠实于目标考察了教师对总体论证目标的遵守情况。通过这种分析得出了一些案例研究，这些案例说明了教师课程制定中不同的模式。尤其是纽伯里（Newbury）女士，在“忠诚度到程序”方面得分低，但在“忠诚度到目标”方面得分很高。她改变了程序，为所有都是英语学习者的学生提供不同的语言支持，但仍保留了首要的论证目标。因此，我们认为实现目标的信息自由可能更好地反映出教师的成文法是否支持学生进行科学实践。此外，结果表明教育课程的重要性，包括课程目标的依据。