Abstract

An unresolved issue in the field of implementation research is how to conceptualise and evaluate the success of educational interventions. Notably, whether to take into consideration intervention adaptations introduced by teachers; referred to as the fidelity-adaptation debate. Whilst my study identified adaptations that may compromise an intervention’s overall theoretical objectives (infidelity), I focussed on adaptations that offered valuable contributions to implementations (positive infidelity). In doing so, I created a framework for highlighting teachers’ actions which may contribute positively to the implementation process. The principles underlying this framework may be applied to any education programme or curricula where fidelity is a concern.