Abstract
Abstract: Aims: Fidelity of the use of teaching tools. Described:(1) a designed curriculum to support democratic habits according to the school curriculum (2) the relationship of teachers to the projected curriculum (3) how the educational style of school teachers corresponds with the prosocial program.
Methods: Observation, semistructured interviews with 6 teachers. Exploratory case study of teaching strategies..
Final coding scheme evaluating learning events in categories completeness of learning support, many opportunities for student learning, quality of adaptation of the projected curriculum with regard to the goals and educational needs of pupils, quality support for student learning, the appropriateness of learning support. Results: Support for the acquisition of democratic habits is congruent with teachers' teaching strategies .in terms of content and goals.
Learning support was comprehensive with an above-standard number of opportunities for student learning. Conclusions and Recommendations: Teachers' statements differed in terms of the quality of the content transmitted.
The fidelity of the program is variable based on the broad goals of education. A closer focus on objectives would lead to more rigorous adherence to the program.