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来源类型 | Publication |
When inputs are outputs: The case of graduate student instructors | |
Eric P. Bettinger; Bridget Terry Long; Eric S. Taylor | |
发表日期 | 2016 |
出版者 | Economics of Education Review |
出版年 | 2016 |
语种 | 英语 |
摘要 | We examine graduate student teaching as an input to two production processes: the education of undergraduates and the development of graduate students themselves. Using fluctuations in full-time faculty availability as an instrument, we find undergraduates are more likely to major in a subject if their first course in the subject was taught by a graduate student, a result opposite of estimates that ignore selection. Additionally, graduate students who teach more frequently graduate earlier and are more likely to subsequently be employed by a college or university. |
主题 | Technological Innovations in Education |
子主题 | Curriculum and Instruction ; Student Success |
URL | https://cepa.stanford.edu/content/when-inputs-are-outputs-case-graduate-student-instructors |
来源智库 | Center for Education Policy Analysis (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/491733 |
推荐引用方式 GB/T 7714 | Eric P. Bettinger,Bridget Terry Long,Eric S. Taylor. When inputs are outputs: The case of graduate student instructors. 2016. |
条目包含的文件 | 条目无相关文件。 |
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