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 - 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 -