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

Diego Catalán Molina, Tenelle Porter, Catherine Oberle, Misha Haghighat, Afiya Fredericks, Kristen Budd, Sylvia Roberts, Lisa Blackwell, Kali H. Trzesniewski

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)898-923
Number of pages26
JournalJournal of Research on Educational Effectiveness
Volume15
Issue number4
DOIs
StatePublished - 2022
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education

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