To Adapt, or Not to Adapt?: How Fidelity-Of-Implementation of the QFT Can Impact Student Outcomes

by Shelby Clark In the fall of 2015, my colleagues at Boston University and I set out to find out how the Question Formulation Technique (QFT) impacts high school student outcomes, in particular curiosity, divergent thinking (creativity), school engagement, and self-efficacy. On the one hand, we were particularly interested in knowing whether teaching students to […]