Assessing a Novel Implementation Support Package for Teachers’ Use of the Daily Report Card: A Case Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Supporting the implementation of evidence-based interventions is a core goal of implementation science. Although prior research points to the role of technology and intervention coaches in supporting implementation in the school setting, existing models may not be feasible in many real-world school contexts, due to time and resource constraints. Thus, the purpose of this study was to examine the acceptability, feasibility, and utility of a novel implementation support package that leverages interactive technology and strategic resources within the existing school social network to support teachers’ use of the Daily Report Card. The Daily Report Card is an evidence-based intervention for disruptive classroom behavior. We used a multi-method single case study to understand this implementation support package in one school district in western Canada. Data for this study included social network analysis, teacher and coach surveys, a coach focus group, teacher interviews, and teacher implementation data. Results indicate that our implementation support package was viewed as acceptable, feasible, and useful by participating schools, but that some improvements are also needed. Lessons learned about leveraging peers within the social network and about the use of interactive technology to support implementation are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it