Fidelity of Implementation of Train-the-Trainer Methodology for Delivery of a Preschool Nutrition and Physical Activity Curriculum
Kaylee Gebhart
,
Kendra Kattelmann
,
Howard Wey
,
Lacey McCormack
,
Mary Bowne
,
Suzanne Sltuka
,
Jessica Meendering
Train-the-Trainer (TTT) methodology uses an expert to train a non-expert on how to implement an intervention and is often used by Cooperative Extensio.
- Pub. date: October 15, 2020
- Pages: 1483-1490
- 202 Downloads
- 542 Views
- 2 Citations
Train-the-Trainer (TTT) methodology uses an expert to train a non-expert on how to implement an intervention and is often used by Cooperative Extension personnel for delivery of programs in the natural setting. In these interventions using multiple educators and/or non-experts, a measure of implementation (fidelity of implementation) is necessary to determine if delivery of the instructional program is as it was designed to be. The objective of this paper is to report the fidelity of implementation (FOI) of iGrow Readers (a literacy-based curriculum that uses children’s books focusing on themes of healthy nutrition and physical activity behaviors) that was delivered by Extension personnel to preschool children in the natural setting of 14 childcare centers through TTT approach. Structural and instructional FOI were assessed by a trained Extension associate. Assessing the FOI of the curriculum delivered by TTT approach provides evidence that the TTT approach is a feasible method of delivery for programing provided by Extension personnel in the natural settings.
Keywords: Fidelity of implementation, train-the-trainer, nutrition and physical activity curriculum, preschool.
References
Brener, N.D., McManus, T., Wechsler, H., & Kann, L. (2013). Trends in professional development for and collaboration by health education teachers-41 states, 2000-2010. Journal of School Health, 83(10), 734-742. https://doi.org/10.1111/josh.12088
Century, J., Rudnick, M., & Freeman, C. A. (2010). Framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 31(2),199-218. https://doi.org/10.1177/1098214010366173
Cooperative Extension System. (2020, July 13) Cooperative extension system. United States Department of Agriculture National Institute of Food and Agriculture. https://nifa.usda.gov/cooperative-extension-system
Dinc, M.S., & Kocyigit, Z. (2017). Do Job Satisfaction and Demographic Characteristics of Female Teachers influence their Affective Commitment to Schools? European Journal of Educational Research, 6(4), 475-484. https://doi.org/10.12973/eu-jer.6.4.475
Durlak, J.A., & DuPre, E.P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3-4), 327-350. https:// doi.org/10.1007/s10464-008-9165-0
Fountas, I.C., & Pinnell G.S. (2017). Guided reading (2nd ed.). Heinemann.
Greif, R., Becker, C.B., & Hildebrandt, T. (2015). Reducing eating disorder risk factors: A pilot effectiveness trial of a train-the-trainer approach to dissemination and implementation. International Journal of Eating Disorders, 48(8), 1122-1131. https:// doi.org/10.1002/eat.22442
Hales, C.M., Carroll, M.D., Fryar, C.D., & Ogden, C.L. (2020) Prevalence of obesity and severe obesity among adults: United States, 2017–2018. NCHS Data Brief, no 360. National Center for Health Statistics.
Hales, C.M., Carroll, M.D., Fryar, C.D., & Ogden, C.L. (2017) Prevalence of obesity among adults and youth: United States, 2015–2016. NCHS Data Brief, no 288. Hyattsville, MD: National Center for Health Statistics.
Hamre, B.K., Justice, L.M., Pianta, R.C., Kilday, C., Sweeney, B., Downer, J.T., & Leach, A. (2010). Implementation fidelity of MyTeachingPartner Literacy and Language Activities: Association with preschoolers language and literacy growth. Early Childhood Resesarch Quarterly, 25(3), 329-347. https://doi.org/10.1016/j.ecresq.2009.07.002
Lavin, A.T. (1993). Comprehensive school health education: Barriers and opportunities. Journal of School Health, 63(1), 24-27. https://doi.org/10.1111/j.1746-1561.1993.tb06054.x
Loes, M.J., Huber, E.C., Bowne, M., Stluka, S., Wells, K., Nelson, T., Kattelmann, K., & Meendering, J. (2015). iGrow Readers: A literature-based nutrition and physical activity program for young children. Journal of Nutrition and Education and Behavior, 47(4), S31. https://doi.org/10.1016/j.jneb.2015.04.084
National Institute of Early Education Research. (2016). State of preschool yearbook. Rutgers Graduate School of Education: New Brunswick, New Jersey. http://nieer.org/state-preschool-yearbooks/yearbook2016
Nigg, C.R., Md. Mahabub, Ul. A., Braun, K.L., Mercado, J., Kainoa Fialkowski, M., Ropeti Area, A.A., & Novotny, R. (2016). A review of promising multicomponent environmental child obesity prevention intervention strategies by the children's healthy living program. Journal of Environmental Health, 79(3), 18-26.
O'Donnell, C.L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research, 78(1), 33-84. https://doi.org/10.3102/0034654307313793
Pfeiffer, K.A., Saunders, R.P., Brown, W.H., Dowda, M., Addy, C.L., & Pate, R.P. (2013). Study of health and activity in preschool environments: Study protocol for a randomized trial evaluating a multi-component physical activity intervention in preschool children. BMC Public Health, 13, 728-735. http://doi.org/10.1186/1471-2458-13-728
Putman, H., Walsh, K., & Moorer, A. (2016). Some assembly required: Piecing together the preparation preschool teachers need. National Council on Teacher Quality: Washington, DC. https://www.nctq.org/publications/Some-Assembly-Required:-Piecing-together-the-preparation-preschool-teachers-need
Rabe-Hesketh, S., & Skrondal, A. (2012) Multilevel and longitudinal modeling using Stata. Stata Press.
Rodriguez, G., & Elo, I. (2003). Intra-class correlation in random-effects models for binary data. Stata Journal, 3(1), 32-46. https://doi.org/10.1177/1536867X0300300102
Rosner, B. (2016) Fundamentals of biostatistics (8th ed.). Cengage Learning.
Theobald, M., Danby, S., & Ailwood, J. (2011). Child participation in the early years: Challenges for education. Australian Journal of Early Childhood, 36(3), 19-26. https://doi.org/10.1177/183693911103600304
Uyar, R.O., Genc, M.M.Y., & Yasar, M. (2018). Prospective preschool teachers’ academic achievements depending on their goal orientations, critical thinking dispositions and self-regulation skills. European Journal of Educational Research, 7(3), 601-613. https://doi.org/10.12973/eu-jer.7.3.601
Vinci, D. M., Whitt-Glover, M. C., Wirth, C. K., Kraus, C., & Venezia, A. P. (2016). Let’s wiggle with 5-2-1-0: Curriculum development for training childcare providers to promote activity in childcare settings. Journal of Obesity, 2016(2), 1-10. https://doi.org/10.1155/2016/8967092