Skills, job tasks, and productivity in teaching. Evidence from a randomized trial of instruction practices.

Autor/in	Taylor, Eric S.
Titel	Skills, job tasks, and productivity in teaching. Evidence from a randomized trial of instruction practices. Gefälligkeitsübersetzung: Qualifikationen, Arbeitsaufgaben und Produktivität im Unterricht. Erkenntnisse aus einer randomisierten Untersuchung von Lehrmethoden.
Quelle	In: Journal of labor economics, 36 (2018) 3, S. 711-742 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0734-306X; 1537-5307
DOI	10.1086/696144
Schlagwörter	Kompetenzmessung; Bildungsertrag; Grundschule; Lehrer; Schüler; Schulleistung; Didaktik; Mathematik; Mathematikunterricht; Produktivitätseffekt; Arbeitsproduktivität; USA
Abstract	"I study how teachers' assigned job tasks - the practices they are asked to use in the classroom - affect the returns to math skills in teacher productivity. The results demonstrate the importance of distinguishing between workers' skills and job tasks. I examine a randomized trial of different approaches to teaching math, each codified in a set of day-to-day tasks. Teachers were tested to measure their math skills. Teacher productivity - measured by student test scores - is increasing in math skills when teachers use conventional 'direct instruction': explaining and modeling rules and procedures. The relationship is weaker, perhaps negative, for newer 'student-led' methods." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2019/1