What Makes an Effective Teacher? Quasi-Experimental Evidence
What Makes an Effective Teacher? Quasi-Experimental Evidence
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是什么让一个有效的老师吗？
DOI：
10.3386/w16885
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Victor Lavy
中科院分区：
文献类型：
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作者：
Victor Lavy
我在这篇文章中估计了教学实践对学生成绩的影响。我发现基于灌输知识和理解的教学（“传统”教学）以及赋予学生分析和批判技能的技术（“现代”教学）对考试成绩有很强的积极影响。然而，现代教学的第二个要素，即个人学习能力的灌输并没有起到任何作用，而教师与学生的行为的透明度、公平性和反馈则略微提高了学业成绩。这些效果的异质性表明，最好针对不同性别和能力的学生区别对待这两种教学实践。
I estimate in this article the effect of teaching practices on student achievements. I find that teaching based on the instilment of knowledge and comprehension (‘traditional’ teaching), and techniques that endow pupils with analytical and critical skills (‘modern’ teaching) has strong positive effect on test scores. However, a second element of modern teaching, instilment of the capacity for individual study has no effect while transparency, fairness, and feedback in teachers’ conduct with their students improve marginally academic performance. Heterogeneity in these effects suggests that it is best to target the two teaching practices differentially to students of different genders and abilities.