Complejidad y escala en la investigación de la eficacia de la enseñanza: Reflexiones del Estudio MET

Autores/as

  • Bryant Jensen Brigham Young University http://orcid.org/0000-0001-5016-9216
  • Tanner LeBaron Wallace University of Pittsburgh
  • Matthew P. Steinberg University of Pennsylvania
  • Rachael E. Gabriel University of Connecticut
  • Leslie Dietiker Boston University
  • Dennis S. Davis North Carolina State University
  • Benjamin Kelcey University of Cincinnati
  • Elizabeth Covay Minor National Louis University
  • Peter Halpin University of North Carolina at Chapel Hill
  • Ning Rui Westat, Inc.

DOI:

https://doi.org/10.14507/epaa.27.3923

Palabras clave:

calidad de la enseñanza, eficacia, diseño de estudio, análisis secundario

Resumen

Investigadores y legisladores en los Estados Unidos y en otros países buscan identificar las cualidades de la enseñanza que se asocian con incrementos de desempeño académico para alumnos de primaria y secundaria a través de estudios de eficacia. Sin embargo, la calidad de la enseñanza varía según el contenido académico y los contextos sociales, involucra a múltiples participantes y requiere una variedad de habilidades, conocimientos y disposiciones. En este ensayo, abordamos la ineludible tensión entre la complejidad y la escala en la investigación sobre la eficacia de la enseñanza. Proveemos cinco recomendaciones a los diseñadores de estudios y analistas para manejar esta tensión y mejorar la investigación de eficacia, aprovechando nuestras experiencias recientes como los primeros analistas externos del estudio Measures of Effective Teaching (MET). Nuestras recomendaciones abordan el marco conceptual, la medición de la enseñanza (por ej., protocolos de observación, encuestas de estudiantes), el muestreo, el video en el aula y el uso e interpretación de modelos de valor agregado.

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Biografía del autor/a

Bryant Jensen, Brigham Young University

Bryant Jensen is an associate professor of teacher education at Brigham Young University. His research addresses equity in teaching and learning for children from minoritized communities, especially Latino children from immigrant families. 

Tanner LeBaron Wallace, University of Pittsburgh

Tanner LeBaron Wallace is an associate professor of applied developmental psychology at the University of Pittsburgh. Her research addresses race consciousness among white teachers, and how interpersonal connections form social contexts for motivation. 

Matthew P. Steinberg, University of Pennsylvania

Matthew P. Steinberg is an assistant professor of education policy at the University of Pennsylvania. His research focuses on teacher evaluation and human capital, school discipline and safety, urban school reform, and school finance.

Rachael E. Gabriel, University of Connecticut

Rachael Gabriel is an associate professor of literacy education at the University of Connecticut. Her research is focused on literacy instruction, supports for adolescent literacy, state literacy policies, and teacher evaluation systems. 

Leslie Dietiker, Boston University

Leslie Dietiker is an assistant professor of mathematics education at the Wheelock College of Education & Human Development at Boston University. Her research addresses how the aesthetic dimensions of mathematics curriculum can impact student mathematical experiences.

Dennis S. Davis, North Carolina State University

Dennis Davis is an associate professor of literacy education at NC State University. His research focuses on reading comprehension and practices for supporting readers who have difficulties with literacy in school.

Benjamin Kelcey, University of Cincinnati

Benjamin Kelcey is an associate professor of quantitative reasoning at the University of Cincinnati. His research focuses on causal inference and measurement methods within the context of multilevel and multidimensional settings such as classrooms and schools. 

Elizabeth Covay Minor, National Louis University

Elizabeth Covay Minor is an assistant professor of educational leadership at National Louis University. Her research focuses on inequality in student opportunities to learn.

Peter Halpin, University of North Carolina at Chapel Hill

Peter Halpin is an associate professor of quantitative methods in the School of Education at the University of North Carolina at Chapel Hill. His research focuses on psychometrics (e.g., confirmatory factor analysis, item response theory, latent class analysis) and technology-enhanced assessments in education.

Ning Rui, Westat, Inc.

Ning Rui is a researcher at Westat, Inc. His research addresses quantitative methods, educational reform, and, in particular, value-added models.

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Publicado

2019-01-28

Cómo citar

Jensen, B., LeBaron Wallace, T., Steinberg, M. P., Gabriel, R. E., Dietiker, L., Davis, D. S., Kelcey, B., Covay Minor, E., Halpin, P., & Rui, N. (2019). Complejidad y escala en la investigación de la eficacia de la enseñanza: Reflexiones del Estudio MET. Archivos Analíticos De Políticas Educativas, 27, 7. https://doi.org/10.14507/epaa.27.3923

Número

Vol. 27 (2019)

Sección

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