| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w15803 |
| 来源ID | Working Paper 15803 |
| Identifying Effective Classroom Practices Using Student Achievement Data | |
| Thomas J. Kane; Eric S. Taylor; John H. Tyler; Amy L. Wooten | |
| 发表日期 | 2010-03-04 |
| 出版年 | 2010 |
| 语种 | 英语 |
| 摘要 | Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify effective teachers and teaching practices. This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. We find that classroom based measures of teaching effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers. Our results also offer information on the types of practices that are most effective at raising achievement. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Market Structures |
| URL | https://www.nber.org/papers/w15803 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/573478 |
| 推荐引用方式 GB/T 7714 | Thomas J. Kane,Eric S. Taylor,John H. Tyler,et al. Identifying Effective Classroom Practices Using Student Achievement Data. 2010. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w15803.pdf（334KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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