Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers

• 成果类型: Article
• 署名作者: Jackson, Kirabo; Bruegmann, Elias
• 署名单位: Cornell University; United States Department of Labor; Cornerstone Research
• 刊物名称: AMERICAN ECONOMIC JOURNAL-APPLIED ECONOMICS
• ISSN/ISSBN: 1945-7782
• DOI: 10.1257/app.1.4.85
• 发表日期: 2009
• 页码: 85-108
• 关键词: spillovers; achievement; WORKPLACE

摘要

Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less experienced teachers and persist over time, and historical peer quality explains away about 20 percent of the own-teacher effect, results that suggest peer learning. (JEL I21, J24, J45)