Does Monitoring Change Teacher Pedagogy and Student Outcomes? EdWorkingPaper No. 22-510

Autor/in	Phipps, Aaron
Institution	Annenberg Institute for School Reform at Brown University
Titel	Does Monitoring Change Teacher Pedagogy and Student Outcomes? EdWorkingPaper No. 22-510
Quelle	(2022), (97 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Outcomes of Education; Public Schools; Teacher Evaluation; Accountability; Teacher Effectiveness; Scores; Feedback (Response); Classroom Techniques; Learner Engagement; Teaching Methods; Test Preparation; Risk; Instructional Effectiveness; Achievement Tests; Suspension; Educational Quality; Public School Teachers; Incentives; Contracts; Student Characteristics; Educational Change; Teacher Characteristics; Elementary Secondary Education; Value Added Models; Mathematics Achievement; Reading Achievement; District of Columbia + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Risiko; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausschluss; Schulausschluss; Quality of education; Bildungsqualität; Anreiz; Vertrag; Bildungsreform; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Using administrative data from D.C. Public Schools, I use exogenous variation in the presence and intensity of teacher monitoring to show it significantly improves student test scores and reduces suspensions. Uniquely, my setting allows me to separately identify the effect of pre-evaluation monitoring from post-evaluation feedback. Monitoring's effect is strongest among teachers with a large incentive to increase student test scores. As tests approach, unmonitored teachers sacrifice higher-level learning, classroom management, and student engagement, even though these pedagogical tasks are among the most effective. One possible explanation is teachers "teach to the test" as a risk mitigation strategy, even if it is less effective on average. This is supported by showing teaching to the test has a smaller effect on student test score variance than other teaching approaches. These results illustrate the importance of monitoring in contexts where teachers have the strongest incentive to deviate from pedagogically sound practices. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01