How to Measure Quality of Delivery: Focus on Teaching Practices That Help Students to Develop Proximal Outcomes

Autor/inn/en	Catalán Molina, Diego; Porter, Tenelle; Oberle, Catherine; Haghighat, Misha; Fredericks, Afiya; Budd, Kristen; Roberts, Sylvia; Blackwell, Lisa; Trzesniewski, Kali H.
Titel	How to Measure Quality of Delivery: Focus on Teaching Practices That Help Students to Develop Proximal Outcomes
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 4, S.898-923 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Catalán Molina, Diego) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2022.2054481
Schlagwörter	Educational Quality; Measurement Techniques; Teaching Methods; Intervention; Program Effectiveness; Program Implementation; Theories; Change; Observation; Blended Learning; Educational Technology; Grade 6; Grade 7; Delivery Systems; Student Attitudes + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Messtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Wandel; Beobachtung; Unterrichtsmedien; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Auslieferung; Schülerverhalten
Abstract	Recent studies have suggested that quality of delivery matters to achieve better student outcomes in the context of school interventions. However, studies rarely measure quality of delivery and test its association with students' outcomes, perhaps due to lack of clarity regarding how to measure it. Here, we offer recommendations on how to select or design measures of quality of delivery. These recommendations focus on identifying teaching practices that help students to develop proximal outcomes during the delivery of an intervention. Additionally, we illustrate an application of these recommendations to the study of quality of delivery in a cluster-randomized efficacy study of Brainology, a program that promotes students' motivation and learning. We found that, although teachers fluctuated in their quality of delivery across lessons, students who received the intervention with higher quality of delivery on average increased more in targeted proximal outcomes (effort beliefs and learning goals) than students exposed to low quality. We discuss these results in terms of their implications for measuring quality of delivery, supporting teachers, and studying the conditions that make school interventions successful. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01