Teachers' Responses to Success for All: How Beliefs, Experiences, and Adaptations Shape Implementation

By Amanda Datnow, Marisa E. Castellano. 2000

363 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b08004fbd89529dc43c64969dcf4b271d2f6ec4b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016, background): “Datnow and Castellano (2000) describe the adaptations teachers made to the Success for All program, especially when they felt that their students’ needs were not met by the prescribed program.”
Sustainability of Teacher Implementation of School-Based Mental Health Programs (2005, background): “Thus, as they implement a program, teachers need to observe change in their students’ behavior, and they also need to attribute this positive change in their students to their implementation of the program ( Datnow & Castellano, 2000 ).”
Movement-Based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program. (2017, background): “Previous research has demonstrated teachers' willingness to participate in reform is enhanced if they can see benefits for their students: (Datnow & Castelllano, 2000; Meiers & Ingvarson, 2005; Timperley, Annan, & Robinson, 2009).”
Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, background): “Leithwood and Beatty (2008) point to Datnow and Castellano (2000) who, when studying the implementation of whole-school reform, found teachers were willing to persevere with a difficult teaching job if it meant better student achievement.”
Final Reading Outcomes of the National Randomized Field Trial of Success for All (2007, background): “Some reform models have been criticized because their prescriptive designs may suppress teacher creativity and require an inordinate amount of preparation time (Datnow & Castellano, 2000).”
Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? (2018, background): “If a teacher believes that an intervention is beneficial, they will be more likely to implement it with fidelity (Datnow and Castellano, 2000;Waugh, 2000).”
Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement (2013, background): “…Western nations grapple with how to best ensure that more students complete secondary school, researchers who study school reform efforts need to attend to teachers’ beliefs and implementation and the ways in which these teacher-based factors influence student outcomes (Datnow & Castellano, 2000).”
Effects of the Attributes of Educational Interventions on Students’ Academic Performance (2014, background): “The studies by Datnow and Castellano (2000) and Wehby, Maggin, Johnson, and Symons (2010) suggest that when teachers are offered a choice from among a number of interventions (e.g., a choice between two effective programs), or are able to co-construct the intervention, the implementation fidelity is”