Date of Award

Fall 2021

Document Type

Open Access Dissertation

Department

Psychology

First Advisor

Christine A. DiStefano

Abstract

This multiple manuscript dissertation offers a cohesive set of research studies curated to address three topics related to how high-quality instructional practice (HQIP) is defined, measured and ultimately connected to student engagement and achievement. Grounded in Benson’s (1998) framework of construct validation, this line of inquiry outlines (i) a well-articulated theoretical domain to make clear the substantive nature of HQIP as a multidimensional latent construct (e.g., substantive stage); (ii) the initial phases of an ongoing, iterative process consisting of empirical analyses designed to continuously build understanding around the structural nature of the observed variables selected to define construct’s empirical domain (e.g., structural stage); and (iii) an empirical analysis designed to delineate the relationships between HQIP and other teacher and student level variables (e.g., external stage). Ultimately, the goal of this dissertation is to connect research, measurement and validation practice, while chronicling a story of how having a multi-faceted understanding HQIP and its relationship to student outcomes is critical to operationalizing and measuring instructional practice – from both a theoretical and an empirical perspective.

Included in

Psychology Commons

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