G2TT
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
URLhttps://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.
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