Project Activities
Using the Measuring Effective Teachers (MET) study dataset, researchers seek to leverage the research design leading to this dataset to explore the effects of teaching and teacher adaptivity independent of the common matching of teachers to students found in naturalistic studies. Researchers will use a first-differenced regression model to study how changes in classroom composition affect teaching practice.
Structured Abstract
Setting
The Measures of Effective Teaching (MET) longitudinal database consists of data from 6 large urban school districts (New York City, NY; Charlotte-Mecklenburg, NC: Denver, CO; Memphis, TN; Dallas, TX; and Hillsborough, FL).
Sample
The MET database includes information drawn from over 1500 Grade 4 to 9 teachers and their 44,500 students from nearly 300 schools over 2 academic years (2009/10 and 2010/11).
Intervention
The malleable factors examined in this study include teaching practices and classroom composition.
Research design and methods
In this secondary data analysis study, researchers will use the Measuring Effective Teachers (MET) study dataset. In the MET Study, in the first year teachers were not randomly assigned to classroom and then in the second year teachers were randomly assigned to classroom to address possible violations of assumptions of value-added modeling estimates and other approaches to measuring the effects of teaching on student outcomes. In this current study, researchers seek to leverage the research design leading to the MET Study data to examine the benefits of teaching practice and teacher adaptivity independent of the common matching of teachers to students found in naturalistic studies. The longitudinal nature permits exploration of teacher adaptivity to changes in classroom composition.
Control condition
Due to the exploratory nature of the research design, there is no control condition.
Key measures
Measures of teaching practice include observational coding using the Framework for Teaching (FFT), Classroom Assessment Scoring System (CLASS), Mathematical Quality of Instruction (MQI), and Protocol for Language Arts Teaching Observations (PLATO) rubrics and the Tripod student surveys. Student achievement measures include math and English language arts assessments. Student effort, enjoyment of class, persistence, and growth mindset will be measured using student self-report surveys.
Data analytic strategy
Researchers will use a first-differenced regression model to study how changes in classroom composition are related to teaching practice.
People and institutions involved
IES program contact(s)
Products and publications
Products: Researchers will produce preliminary evidence of potentially promising practices and peer-reviewed publications.
ERIC Citations: Find available citations in ERIC for this award here.
Supplemental information
Co-Principal Investigators and Co-Investigator: Bollen, Ken; Kelly, Sean; Aucejo, Esteban; Coate, Patrick
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
