Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies

•Implementation processes shed new light on program outcomes.•Implementation processes can act as either facilitators or barriers to implementation.•Implementation processes and the dynamics intervening between them help portray implementation experiences in four sites. Many dropout prevention progr...

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Veröffentlicht in:Evaluation and program planning Jg. 80; S. 101798 - 10
Hauptverfasser: Goulet, Mélissa, Archambault, Isabelle, Janosz, Michel, Bélanger, Jean, Christenson, Sandra L.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: England Elsevier Ltd 01.06.2020
Elsevier Science Ltd
Schlagworte:
At risk populations
At Risk Students
Case studies
Coordinators
Dropout Prevention
Dropout Programs
Dropping out
Fidelity
Implementation
Interviews
Leadership
Mentoring
Planned change
Prevention
Prevention programs
Principals
Processes
Program implementation
Respondents
School dropouts
Schools
Semi Structured Interviews
Validated Programs
Case studies
C&C
Dropout prevention
Processes
EBI
Implementation
ISSN:0149-7189, 1873-7870, 1873-7870
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Zusammenfassung:•Implementation processes shed new light on program outcomes.•Implementation processes can act as either facilitators or barriers to implementation.•Implementation processes and the dynamics intervening between them help portray implementation experiences in four sites. Many dropout prevention programs have been developed and validated in the past decades. Yet, little is known about the contextual factors influencing the implementation of these programs. Implementation processes, such as school principal leadership and governmental funding, have been identified for their influence on program implementation, but the mutual or dynamic influence of these processes is yet to be understood. This study examines the processes involved in the implementation of Check & Connect (C&C), a well-established targeted dropout prevention program validated in several countries that aims at promoting the development of a significant relationship between at-risk students and a mentor as a way to prevent school dropout. Semi-structured interviews were conducted with 12 mentors and coordinators directly involved in C&C implementation. Analyses were conducted in two subsequent steps: thematic analyses first helped identify implementation processes described by respondents, and then synthetic case studies allowed us to build the implementation stories of distinct sites. This last step was conducted using the Planned Change Framework. This framework helped us to understand the complex dynamics of implementation processes in each site, which were associated with previously identified program outcomes, beyond implementation fidelity. Implications for future implementations of evidence-based programs in the school setting are discussed.
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ISSN:0149-7189
1873-7870
1873-7870
DOI:10.1016/j.evalprogplan.2020.101798