| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w22719 |
| 来源ID | Working Paper 22719 |
| Education Quality and Teaching Practices | |
| Marina Bassi; Costas Meghir; Ana Reynoso | |
| 发表日期 | 2016-10-10 |
| 出版年 | 2016 |
| 语种 | 英语 |
| 摘要 | Improving school quality with limited resources is a key issue of policy. It has been suggested that instructing teachers to follow specific practices together with tight monitoring of their activities may help improve outcomes in under-performing schools that usually serve poor populations. This paper uses a RCT to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially and by equal amounts for boys and girls. However, the effect is mainly accounted for by children from relatively higher income backgrounds and not for the most deprived. Based on the CLASS instrument we document that quality of teacher-student interactions is positively correlated with the performance of low income students; however, the intervention did not affect these interactions. Guided instruction can improve outcomes, but it is a challenge to reach the most deprived children. |
| 主题 | Health, Education, and Welfare ; Education ; Poverty and Wellbeing |
| URL | https://www.nber.org/papers/w22719 |
| 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/580392 |
| 推荐引用方式 GB/T 7714 | Marina Bassi,Costas Meghir,Ana Reynoso. Education Quality and Teaching Practices. 2016. |
| 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 | ||
| w22719.pdf（394KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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