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Advancing Measurement Technology in Educational Intervention Research to Study Individual, Contextual, and Implementation Heterogeneity.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Advancing Measurement Technology in Educational Intervention Research to Study Individual, Contextual, and Implementation Heterogeneity./
作者:	Husmann, Kyle D.
面頁冊數:	1 online resource (123 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
Contained By:	Dissertations Abstracts International85-05B.
標題:	Children & youth. -
電子資源:	click for full text (PQDT)
ISBN:	9798380731720

Advancing Measurement Technology in Educational Intervention Research to Study Individual, Contextual, and Implementation Heterogeneity.
Husmann, Kyle D.

Advancing Measurement Technology in Educational Intervention Research to Study Individual, Contextual, and Implementation Heterogeneity. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2023.

Includes bibliographical references

For the past two decades, educational intervention research has rallied around the common goal of determining "what works in education" to inform education practice and policy (U.S. Department of Education, 2017). To study individual, contextual, and implementation processes and their interaction with educational interventions requires dramatically scaling up the amount of data we collect in educational research (Bryan et al., 2021). Existing technology has the potential to dramatically increase our data collection capacity without the cost and burden associated with traditional measurement approaches. In this dissertation I present two pilot studies that demonstrate tractable and immediately accessible ways that mobile technology can expand our ability to test theory about educational processes. In the first study, I present results from an Ecological Momentary Assessment (EMA) study that used a mobile app to collect parents' daily levels of parental self-efficacy for their child's home literacy activities. Although cross-sectional studies have shown relationships between parental self-efficacy and their involvement with their child's literacy activities in the home environment (e.g. Dulay et al., 2018; Tazouti & Jarlegan 2016; Giallo, 2013), the extent to which these relationships represent day-today relationships existing within parents is not known. I test competing predictions from social cognitive theory (Bandura, 2000) and resource allocation theory (Yeo & Neal, 2006) about the within-person dynamics of parental self-efficacy and their child's home literacy activities. In the second study, I demonstrate how mobile technology can augment materials in an existing intervention in order to capture low-burden, intensive longitudinal measures of implementation and implementation-related processes. I present a proof-of-concept mobile app that I developed to replace the paper forms of an existing parent-implemented literacy intervention, and I share results from a pilot test of its feasibility and acceptability. I demonstrate the app's ability to automatically collect dense longitudinal measures during the intervention with negligible burden to parents, children, and researchers. In analyses using the novel data I collected in the pilot, I test hypotheses about within-person relationships existing in parents' and children's emotional experiences during literacy activity sessions and their future engagement with the intervention. I conclude with a vision for the future of measurement and data collection in educational intervention research. I introduce Cattell's (1952) developmental "Data Box" framework and show how it can organize the types of meaningful differences existing in evaluations of educational interventions. Finally, I argue that expanding our measurement capability to study heterogeneity in all its forms is not only necessary for advancing our scientific knowledge about education, but also a moral imperative to ensure that applications of our scientific knowledge provide equitable benefits to the world.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380731720Subjects--Topical Terms:

1437673
Children & youth.
Subjects--Index Terms:

Ecological Momentary AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

Advancing Measurement Technology in Educational Intervention Research to Study Individual, Contextual, and Implementation Heterogeneity.
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