KR Allison Research Consulting, 575 Windermere Avenue, Toronto, ON, M6S 3L9, Canada.
Public Health Ontario, 480 University Avenue, Suite 300, Toronto, ON, M5G 1V2, Canada.
BMC Public Health. 2018 Jun 27;18(1):802. doi: 10.1186/s12889-018-5720-2.
This paper examines school and classroom effects on Daily Physical Activity (DPA) policy implementation in classrooms in Ontario, Canada. In 2005 the Ontario Ministry of Education mandated a policy requiring school boards to "ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained MVPA each school day during instructional time". Based on an adaptation of Chaudoir's conceptual framework, this paper contributes to understanding the extent to which school factors (as reported by administrators) and classroom factors (as reported by teachers) are associated with policy implementation fidelity at the classroom level.
Cross-sectional online surveys were conducted in 2014 with elementary school administrators and teachers, based on representative random samples of schools and classrooms. A measure assessing implementation fidelity was developed from the six required components of the policy and for this paper fidelity at the classroom level is treated as the outcome variable. Several school- and classroom-level measures were also included in the surveys and a number of these were selected for inclusion here. Data from the two surveys were merged and selected variables were included in the multi-level analysis. Two-level logistic regression models were conducted to account for nesting of classrooms within schools and a series of models were conducted to identify factors associated with implementation fidelity.
The analytic sample for this study included 170 school administrators and 307 classroom teachers from corresponding schools. Findings from the multi-level logistic regression analyses indicated that only classroom/teacher-level factors were significantly associated with implementation fidelity at the classroom level. None of the school/administrator predictors were significantly related to fidelity. The most parsimonious model included five significant classroom/teacher predictors: teachers' perception of DPA as realistic and achievable; confidence (self-efficacy); scheduling DPA in timetables; lack of space; and lack of time.
Findings from the study indicate the theoretical and practical importance of addressing classroom and teacher factors since they are most proximal to implementation fidelity to the policy. Several of these factors also reflect complex structural and organizational contexts, indicating that a systems approach to understanding and supporting DPA implementation fidelity is warranted.
本文研究了加拿大安大略省学校和课堂对课堂每日身体活动（DPA）政策实施的影响。2005 年，安大略省教育部颁布了一项政策，要求校董事会“确保所有小学生，包括有特殊需要的学生，在每天的教学时间内至少有 20 分钟的持续中等到剧烈身体活动”。基于 Chaudoir 的概念框架的改编，本文有助于理解学校因素（由管理人员报告）和课堂因素（由教师报告）与课堂层面政策实施保真度的关联程度。
2014 年，根据学校和课堂的代表性随机样本，对小学管理人员和教师进行了横断面在线调查。从政策的六个要求组成部分中开发了一个评估实施保真度的衡量标准，并且在本文中，课堂层面的保真度被视为因变量。调查中还包括了一些学校和课堂层面的衡量标准，其中一些被选入本文。从两个调查中合并了数据，并在多水平分析中纳入了选定的变量。进行了两水平逻辑回归模型，以解释课堂嵌套于学校的情况，并进行了一系列模型，以确定与实施保真度相关的因素。
本研究的分析样本包括来自相应学校的 170 名学校管理人员和 307 名课堂教师。多水平逻辑回归分析的结果表明，只有课堂/教师层面的因素与课堂层面的实施保真度显著相关。没有学校/管理人员的预测因素与保真度显著相关。最简约的模型包括五个具有显著意义的课堂/教师预测因素：教师对 DPA 的感知是现实和可实现的；信心（自我效能）；在时间表中安排 DPA；缺乏空间；以及缺乏时间。
研究结果表明，考虑课堂和教师因素在理论和实践上都很重要，因为它们与政策实施保真度最接近。其中一些因素也反映了复杂的结构和组织背景，表明需要采用系统方法来理解和支持 DPA 实施保真度。
