Process Construct from General Theory of Implementation | Influence construct from General Theory of Implementation refined to encompass school factors | Influence Sub-construct (where relevant) |
---|---|---|
Sense-making | Intervention capability to be made sense of – good materials and support |  |
School capacity to make sense of an intervention – rooted in existing priorities and capacities | ||
Cognitive participation | Intervention capability for local tailoring and adding value | Particularly for whole-school components where these could jeopardise other work |
Intervention capability for using data to build commitment | But can undermine as well as build commitment | |
Intervention capability in terms of student participation | ||
Staff potential for commitment based on perceived need | ||
Staff potential for commitment based on existing strategies and values | Cherry-picking components most aligning with potential | |
Collective action | Intervention capability as workable | Â |
Planning groups as a key element of intervention capability | Planning groups and participative decisions as a potential source of deviation | |
Synergy between intervention components as a key element of intervention capability | Â | |
School capacity to support collective action | Time resources | |
Leadership resources | ||
Staff/school relational and culture resources | ||
Reflexive monitoring | Intervention capability for reflexive monitoring | Â |
Collective reflexive monitoring to refine implementation | ||
Reflexive monitoring reinforcing implementation |