chapter  5
Theory and empirically-based implementation of elements in components
ByLouise Rowling, Oddrun Samdal
Pages 23

Previous chapters have articulated the debates, perspectives and challenges faced in quality whole school implementation to create health promoting schools. They have established that the ‘science of delivery’ (Catford, 2009) in this fi eld has not yet been articulated, despite the recognition by educational researchers that fi delity of implementation of an innovation is an essential factor to monitor and document because it helps explain the outcomes (Dusenbury, Brannigan, Falco & Hansen, 2003). Eight components of implementation have been described in the previous chapter based on a meta-analysis (or literature review) of theory and empirical work (Samdal & Rowling, 2011). However, it is not suffi cient merely to identify these components, it is essential also to provide specifi city within these components for quality practice in implementation. The specifi city of elements of the components delineated here arises from organisational, implementation and educational theories and empirical work. From this literature, elements for action can be established that are fi rmly anchored in existing research and cumulatively build each component. They function as mechanisms (activities and procedures within a context) (Whitelaw, Martin, Kerr & Wimbush, 2006) that can operationalise the interplay of the individual and the organisation in organisational change, assist to achieve quality practice and guide evaluation (see Figure 5.1 ).