Literaturnachweis - Detailanzeige
Autor/in | Taylor, Eric S. |
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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 |
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 |