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Advancing Measurement Technology in ...

Husmann, Kyle D.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Advancing Measurement Technology in Educational Intervention Research to Study Individual, Contextual, and Implementation Heterogeneity./
Author:	Husmann, Kyle D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	123 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
Contained By:	Dissertations Abstracts International85-05B.
Subject:	Parents & parenting. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30720608
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. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 123 p.

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

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

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.

ISBN: 9798380731720Subjects--Topical Terms:

3562799
Parents & parenting.
Subjects--Index Terms:

Ecological Momentary Assessment

Advancing Measurement Technology in Educational Intervention Research to Study Individual, Contextual, and Implementation Heterogeneity.
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520 $a 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.
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650 4 $a Reading instruction. $3 2122756
650 4 $a Parent participation. $3 3562800
650 4 $a Goal setting. $3 3683011
650 4 $a Behavior. $3 532476
650 4 $a Psychology. $3 519075
650 4 $a Success. $3 518195
650 4 $a Early literacy. $3 3684686
650 4 $a Families & family life. $3 3422406
650 4 $a Educational technology. $3 517670
650 4 $a State court decisions. $3 3682817
650 4 $a Motivation. $3 532704
650 4 $a Science education. $3 521340
650 4 $a Children & youth. $3 3541389
653 $a Ecological Momentary Assessment
653 $a Social cognitive theory
653 $a Education practice
653 $a Future engagement
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773 0 $t Dissertations Abstracts International $g 85-05B.
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792 $a 2023
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