Are Tenure Track Professors Better Teachers? NBER Working Paper No. 19406

Autor/inn/en	Figlio, David N.; Schapiro, Morton O.; Soter, Kevin B.
Titel	Are Tenure Track Professors Better Teachers? NBER Working Paper No. 19406
Quelle	(2013) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Nontenured Faculty; Teacher Effectiveness; Introductory Courses; College Freshmen; Learning; Academic Achievement; Illinois + Suchen Sie Ihr Suchwort? Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Einführungskurs; Studienanfänger; Lernen; Schulleistung
Abstract	This study makes use of detailed student-level data from eight cohorts of first-year students at Northwestern University to investigate the relative effects of tenure track/tenured versus non-tenure line faculty on student learning. We focus on classes taken during a student's first term at Northwestern, and employ a unique identification strategy in which we control for both student-level fixed effects and next-class-taken fixed effects to measure the degree to which non-tenure line faculty contribute more or less to lasting student learning than do other faculty. We find consistent evidence that students learn relatively more from non-tenure line professors in their introductory courses. These differences are present across a wide variety of subject areas, and are particularly pronounced for Northwestern's average students and less-qualified students. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10