The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–student interaction quality at pretest, RC training was expected to predict posttest teacher–student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p < .001, R2 = .69. In turn, FOI related to greater improvement in teacher–student interaction quality, β = 0.52, p = .001, R2 = .32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI.