EDUCATION QUALITY AND TEACHING PRACTICES

• 成果类型: Article
• 署名作者: Bassi, Marina; Meghir, Costas; Reynoso, Ana
• 署名单位: Yale University; National Bureau of Economic Research; Center for Economic & Policy Research (CEPR); The World Bank; University of Michigan System; University of Michigan
• 刊物名称: ECONOMIC JOURNAL
• ISSN/ISSBN: 0013-0133
• DOI: 10.1093/ej/ueaa022
• 发表日期: 2020
• 页码: 1937-1965
• 关键词: child interactions; teachers; RESOURCES; impacts; work

摘要

Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher-student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains.