Evaluating Program Implementation
What Can Be Learned from Follow Through
Bibliographic Data
| ID | 12009657 |
|---|---|
| Authors | Michael Fullan (Institute for Christian Studies, corresponding author) |
| Year | 1983 |
| Volume | 13 |
| Issue | 2 |
| Pages | 215-227 |
| Publication date | 1983-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1983.11075881 |
| OpenAlex | W2067094596 |
| Language | EN |
| Citations received | 8 |
| References cited | 5 |
Follow Through (FT) is a unique nationally sponsored developmental/ experimental project in the United States which is designed to create a variety of model programs for making schooling more effective for low income children in the kindergarten through grade 3 years. Since its inception in 1967, the federal government has invested some 1 billion dollars in sponsoring the development, use and evaluation of 22 model programs (ranging from behavioral modification approaches to open education based models). The program represents a unique approach to social intervention because it: (1) deliberately promotes the development of different types of models (hence its label-a planned variation approach) (2) brings together program developers (from educational laboratories and universities) and interested school districts in a working relationship geared to supporting of the programs selected and (3) attempts to evaluate the relative effectiveness of the different models (see Rhine 1981; Hodges et al., 1980). Parallel to the FT saga has been a growing body of research on the problems, failures, and successes of implementing new educational programs (Fullan, 1982). This article attempts to bring to bear these two bodies of research on the following question: What can be learned about accomplishing and evaluating program implementation? This question is examined by first considering issues involved in determining the degree of implementation, and secondly, by identifying factors necessary for explaining the degree of implementation of FT programs
Government (linguistics · Intervention (counseling · Political science · Public relations · Variety (cybernetics · Behavioral and Psychological Studies · Community Health and Development · Computer Science · Early Childhood Education and Development · Psychology · Artificial Intelligence
Curriculum evaluation and multilevel analysis
Evaluation of national curriculum and implementation in junior vocational education
Using logic model mapping to evaluate program fidelity
Factors affecting novice and experienced teachers’ implementation of task-based language teaching under a framework of fidelity of implementation
Teaching Physical Education
A Framework for Measuring Fidelity of Implementation
Implementing collaborative services
Accommodating Change
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 1989 - 2026 (38) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |