Implementation in education

Thank you for your interest in Implementation in Education: Findings from a scoping review. As we continue to develop our practice resources, we would appreciate you taking the time to answer a few short questions to access the review and help us make future resources as relevant and useful as possible. This should take no more than one minute.

High quality implementation of educational approaches can have a significant impact on improving students’ outcomes. In Australia, there is very little research on the implementation of practices and approaches in real-world classrooms and school settings.

A new report commissioned by Evidence for Learning and conducted by the Centre for Evidence and Implementation (CEI) has reviewed studies from around the world covering implementation in schools. The academic report and its summary of key findings is a first of its kind in Australia, identifying crucial elements of implementation that ensure approaches are given their greatest chance to improve outcomes for students.

To access the Implementation in Education review, please enter your email address.

What is your primary role or relationship to the education sector?

Principal Assistant or Deputy Principal Year level or subject co-ordinator Teaching and learning leader Data and assessment leader Classroom teacher Teaching assistant Education researcher/evaluator Education department/agency official Parent Funder of education programs or initiatives Non-profit or non-governmental organisation staff member Vendor or program provider Not applicable, I do not work in the education sector

What education sector do you belong to? Please select one option.

Government Catholic Independent Cross-sector or no sector Not applicable - I do not work in the education sector

In which State or Territory are you based?

Australian Capital Territory New South Wales Northern Territory Queensland South Australia Tasmania Victoria Western Australia

Aim of the report

The report explores the role of implementation in high quality educational practice through the research question,

'What is known about the role of implementation in providing effective teaching and generating positive learning outcomes for school aged children in primary and secondary education?'

Based on a systematic scoping review, the goal was to explore whether particular implementation concepts or strategies in school settings have been shown to be effective in supporting teaching and improving student outcomes.

Key findings

• Four major indicators of implementation quality are dosage (participation in certain activity), fidelity (ongoing support), quality of delivery (support from principals) and acceptability (teachers’ participation and attitudes to that activity) which influence students’ outcomes (academic and behavioural) and teachers’ attitudes and practices.
• When implementing an educational approach, providing ongoing support to teachers through coaching, workshops, and supervision has shown to have a substantial impact on student outcomes.
• When looking at quality of delivery, principals support and the support of the teachers within the Promoting Alternative THinking Strategies’ (PATHS) - a delinquency prevention curriculum, was seen to significantly influence reduced students’ aggression and behavioural dysregulation.

Feature articles

Research to practice – implementation in education featured in ACER Teacher magazine

Educators turn to 'implementation science' to ensure best results in schools featured in the Australian Financial Review