TY - JOUR
T1 - Complejidad y escala en la investigación de la eficacia de la enseñanza
T2 - Reflexiones del Estudio MET
AU - Jensen, Bryant
AU - Wallace, Tanner Lebaron
AU - Steinberg, Matthew P.
AU - Gabriel, Rachael E.
AU - Dietiker, Leslie
AU - Davis, Dennis S.
AU - Kelcey, Benjamin
AU - Minor, Elizabeth Covay
AU - Halpin, Peter
AU - Rui, Ning
N1 - Funding Information:
We draw on our recent experiences analyzing data from the Measures of Effective Teaching (MET) study to recommend five ways of managing tensions between complexity and scale. Our recommendations address the use of existing datasets for secondary analysis, as well as the design of new studies of teaching effectiveness, however large or small. The MET study was an ambitious, high-profile effort, funded by the Bill & Melinda Gates Foundation, to identify elements of teaching associated with academic gains of fourth-through ninth-grade students in math, biology, and English Language Arts. MET researchers followed 2,741 teachers in six school districts1 over a two-year period, from 2009 to 2011. Multiple measures were administered on instructional practices, student achievement, as well as on the backgrounds and perceptions of teachers, students, and administrators. Student achievement gains formed the basis for calculating value-added models assigned to teachers, and panoramic videos of classroom lessons provided source material to observe and score instructional practices using a series of protocols. The stated purpose of the MET study, commissioned rather than resulting from a blind-peer-review process, was to “test new approaches to measuring teaching” (Kane & Cantrell, 2010, p. 2), not necessarily to provide new insights about effectiveness. The study was more concerned with predictive than construct validity (Martínez, Schweig & Goldschmidt, 2016). Thus, some validity and reliability standards were prioritized over others in the selection of measures. We were the first external users to analyze MET data. Through a competition by the National Academy of Education, we were awarded ten early career grants to pursue original studies using data stored in the MET Longitudinal Database (MET LDB). Our projects were diverse (e.g., micro-analyses of instruction, estimation of teaching effects on student performance, developing new measures of teaching), and provided us with varied perspectives on the study and its data.
Publisher Copyright:
© 2019, Arizona State University. All rights reserved.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2019
Y1 - 2019
N2 - Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.
AB - Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.
KW - Secondary analysis
KW - Study design
KW - Teaching effectiveness
KW - Teaching quality
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U2 - 10.14507/epaa.27.3923
DO - 10.14507/epaa.27.3923
M3 - Article
AN - SCOPUS:85062077814
VL - 27
JO - Education Policy Analysis Archives
JF - Education Policy Analysis Archives
SN - 1068-2341
M1 - 8
ER -