Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data

被引:44
作者
Papay, John P. [1 ]
Taylor, Eric S. [2 ]
Tyler, Johan H. [1 ]
Laski, Mary E. [2 ]
机构
[1] Brown Univ, Educ Dept, Box 1938,164 Angell St,2nd Floor, Providence, RI 02912 USA
[2] Harvard Univ, Grad Sch Educ, 13 Appian Way, Cambridge, MA 02138 USA
基金
比尔及梅琳达.盖茨基金会;
关键词
REGRESSION DISCONTINUITY; STUDENT-ACHIEVEMENT; INSTRUCTION; INCENTIVES; INFERENCE; IMPACTS;
D O I
10.1257/pol.20170709
中图分类号
F [经济];
学科分类号
02 ;
摘要
We study a program designed to encourage learning from coworkers among school teachers. In an experiment, we document gains in job performance when high- and low-skilled teachers are paired and asked to work together on improving their skills. Pairs are matched on specific skills measured in prior evaluations. Each pair includes a target teacher who scores low in one or more of 19 skills and a partner who scores high in (many of) the target's deficient skills. Student achievement improved 0.12 standard deviations in low-skilled teachers' classrooms. Improvements are likely the result of target teachers learning skills from their partner.
引用
收藏
页码:359 / 388
页数:30
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