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Instructional practices
Does Teacher Professional Development Improve Student Learning? Evidence from Leading Educators’ Fellowship Model
Topics: Teacher and Leader DevelopmentTeachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional development programs and the strategies or activities that comprise them to student achievement. In this paper, we examine a fellowship model for professional… more →
Challenges and Tradeoffs of “Good” Teaching: The Pursuit of Multiple Educational Outcomes
Topics: Teacher and Leader DevelopmentThe pursuit of multiple educational outcomes makes teaching a complex craft subject to potential conflicts and competing commitments. Using a dataset in which teachers were randomly assigned to students paired with videotapes of instruction, we both document and unpack such a tradeoff. Upper-… more →
The Effect of Active Learning Professional Development Training on College Students’ Academic Outcomes
Topics: Teacher and Leader DevelopmentGrowing literature documents the promise of active learning instruction in engaging students in college classrooms. Accordingly, faculty professional development (PD) programs on active learning have become increasingly popular in postsecondary institutions; yet, quantitative evidence on the… more →
A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
Topics: Teacher and Leader DevelopmentTags: Instructional practicesDespite growing evidence that classroom interventions in science, technology, engineering, and mathematics (STEM) can increase student achievement, there is little evidence regarding how these interventions affect teachers themselves and whether these changes predict student learning.
Does Monitoring Change Teacher Pedagogy and Student Outcomes?
Topics: Teacher and Leader DevelopmentIn theory, monitoring can improve employee motivation and effort, particularly in settings lacking measurable outputs, but research assessing monitoring as a motivator is limited to laboratory settings. To address this gap, I leverage exogenous variation in the presence and intensity of teacher… more →
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial In a Large-Scale Online Course
Topics: Teacher and Leader DevelopmentProviding consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teachers, an automated tool based on natural language processing to give teachers feedback on their… more →
Spread Too Thin: The Effects of Teacher Specialization on Student Achievement
Topics: Student LearningAlthough the majority of elementary school teachers are in self-contained classrooms and teach all major subjects, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher… more →
The Revealed Preferences for School Reopening: Evidence from Public-School Disenrollment
Topics: Families and CommunitiesBefore the 2020-21 school year, educators, policymakers, and parents confronted the stark and uncertain trade-offs implied by the health, educational, and economic consequences of offering instruction remotely, in person, or through a hybrid of the two. Most public schools in the U.S. chose… more →
Cramming: Short- and Long-Run Effects
Tags: Instructional practicesAn administrative rule allowed students who failed an exam to retake it shortly after, triggering strong `teach to the test' incentives to raise these students' test scores for the retake. We develop a model that accounts for truncation and find that these students score 0.14 standard deviations… more →
Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions
Dorottya Demszky, Jing Liu, Zid Mancenido, Julie Cohen, Heather C. Hill, Dan Jurafsky, Tatsunori Hashimoto.Topics: MethodsTags: Instructional practicesIn conversation, uptake happens when a speaker builds on the contribution of their interlocutor by, for example, acknowledging, repeating or reformulating what they have said. In education, teachers' uptake of student contributions has been linked to higher student achievement. Yet measuring and… more →
Do students improve their academic achievement when assigned to a growth mindset teacher? Evidence from Census Data in Chile using a Student Fixed Effect Design
Topics: Student LearningGrowing evidence shows that a student's growth mindset (the belief that intelligence is malleable) can benefit their academic achievement. However, due to limited information, little is known about how a teachers’ growth mindset affects their students’ academic achievement. In this paper, we… more →
Measuring Teaching Practices at Scale: A Novel Application of Text-as-Data Methods
Topics: MethodsValid and reliable measurements of teaching quality facilitate school-level decision-making and policies pertaining to teachers. Using nearly 1,000 word-to-word transcriptions of 4th- and 5th-grade English language arts classes, we apply novel text-as-data methods to develop automated measures… more →
Higher-Quality Elementary Schools Sustain the Prekindergarten Boost: Evidence from an Exploration of Variation in the Boston Prekindergarten Program’s Impacts
Topics: Student LearningWhile there is a consensus that attending preschool better prepares children for kindergarten, evidence on the factors that sustain the preschool boost into the early elementary years is still emerging. To add to this literature, we use lottery data from applicants to oversubscribed… more →
Learning Lessons from Instruction: Descriptive Results from an Observational Study of Urban Elementary Classrooms
Background:
For nearly three decades, policy-makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented… more →Measuring Teaching Practices at Scale: A Novel Application of Text-as-Data Methods
Topics: MethodsTags: Instructional practicesValid and reliable measurements of teaching quality facilitate school-level decision-making and policies pertaining to teachers, but conventional classroom observations are costly, prone to rater bias, and hard to implement at scale. Using nearly 1,000 word-to-word transcriptions of 4th- and 5th… more →
Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early Career Teachers
Topics: Teacher and Leader DevelopmentWhile teacher evaluation policies have been central to efforts to enhance teaching quality over the past decade, little is known about how teachers change their instructional practices in response to such policies. To address this question, this paper drew on classroom observation and survey… more →
Collective Racial Bias and the Black-White Test Score Gap
Topics: Policy, Politics, and GovernanceThis study examines the relationship between county-level estimates of implicit racial bias and black-white test score gaps in U.S. schools. Data from over 1 million respondents from across the United States who completed an online version of the Race Implicit Association Test (IAT) were… more →
Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale
Topics: Policy, Politics, and GovernanceOne of the mysteries of education reform is how leaders and educators can successfully instantiate, sustain, and spread student-centered pedagogical practices from a few schools to many others. Advocates for deeper learning grapple with this mystery as they seek to transform teaching and… more →
Mitigating the Gender Gap in the Willingness to Compete: Evidence from a Randomized Field Experiment
Topics: Student LearningWe evaluate the impact on competitiveness of a randomized educational intervention that aims to foster grit, a skill that is highly predictive of achievement. The intervention is implemented in elementary schools, and we measure its impact using a dynamic competition task with interim… more →