When inputs are outputs: The case of graduate student instructors

被引：18
|
作者：
Bettinger, Eric P. [1 ,2 ]
Long, Bridget Terry [3 ,4 ]
Taylor, Eric S. [3 ]
机构：
[1] Stanford Univ, 520 Galvez Mall,CERAS Bldg,Room 522, Stanford, CA 94305 USA
[2] NBER, 520 Galvez Mall,CERAS Bldg,Room 522, Stanford, CA 94305 USA
[3] Harvard Grad Sch Educ, Gutman Lib 465,6 Appian Way, Cambridge, MA 02138 USA
[4] NBER, Gutman Lib 465,6 Appian Way, Cambridge, MA 02138 USA
来源：
ECONOMICS OF EDUCATION REVIEW | 2016年 / 52卷
基金：
比尔及梅琳达.盖茨基金会;
关键词：
Higher education; Graduate student teaching; TEACHING ASSISTANTS; COMPLETION; ENGAGEMENT; TEACHERS; GENDER;
D O I：
10.1016/j.econedurev.2016.01.005
中图分类号：
F [经济];
学科分类号：
02 ;
摘要：
We examine graduate student teaching as an input to two production processes: the education of undergraduates and the development of graduate students themselves. Using fluctuations in full-time faculty availability as an instrument, we find undergraduates are more likely to major in a subject if their first course in the subject was taught by a graduate student, a result opposite of estimates that ignore selection. Additionally, graduate students who teach more frequently graduate earlier and are more likely to subsequently be employed by a college or university. (C) 2016 Elsevier Ltd. All rights reserved.
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页码：63 / 76
页数：14
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