| 来源类型 | Discussion paper
|
| 规范类型 | 论文
|
| 来源ID | DP13166
|
| DP13166 Teacher Effectiveness and Classroom Composition |
| Esteban Aucejo
|
| 发表日期 | 2018-09-07
|
| 出版年 | 2018
|
| 语种 | 英语
|
| 摘要 | This paper studies how the effectiveness of teachers varies by classroom composition. We combine random assignment of teachers to classrooms with rich measures of teacher effectiveness based on a popular observational protocol, Framework for Teaching, to overcome key endogeneity concerns related to measurement and matching. We find that complementarities between classroom composition and teaching practice play a significant role in student achievement. We identify two main mechanisms that are driving this result: 1) negative interactions between challenging and/or student-centered practices and heterogeneity in classroom prior achievement, and 2) positive interactions between classroom management skills and average classroom prior achievement. Our findings illustrate the multidimensional nature of teacher effectiveness and have important implications for prescribing teaching practice and evaluating teachers. Simulations show that teacher rankings change substantially simply from within-school classroom reallocations, suggesting the need for caution when using popular teaching evaluation rubrics in high-stakes settings. |
| 主题 | Labour Economics
|
| 关键词 | Teacher
Practices
Effectiveness
|
| URL | https://cepr.org/publications/dp13166
|
| 来源智库 | Centre for Economic Policy Research (United Kingdom)
|
| 资源类型 | 智库出版物
|
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/541970
|
推荐引用方式
GB/T 7714 |
Esteban Aucejo. DP13166 Teacher Effectiveness and Classroom Composition. 2018.
|
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