Skills, Job Tasks, and Productivity in Teaching: Evidence from a Randomized Trial of Instruction Practices

• 成果类型: Article
• 署名作者: Taylor, Eric S.
• 署名单位: Harvard University
• 刊物名称: JOURNAL OF LABOR ECONOMICS
• ISSN/ISSBN: 0734-306X
• DOI: 10.1086/696144
• 发表日期: 2018
• 页码: 711-742
• 关键词: test score gap; student-achievement; teachers; mathematics; education; impacts; school; KNOWLEDGE; RACE

摘要

I study how teachers' assigned job tasksthe practices they are asked to use in the classroomaffect 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 productivitymeasured by student test scoresis 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.