教室里多一个老师，学生能学到更多吗?实地实验证据[多一名教师的影响]

IF 3.8 2区经济学 Q1 ECONOMICS

Economic Journal Pub Date : 2023-09-14 DOI:10.1093/ej/uead074

Venke Furre Haaland, Mari Rege, Oddny Judith Solheim

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引用次数: 0

摘要

摘要:本文提出了一项实地实验，研究课堂上增加一名教师对学生学习的影响。治疗的目标是一年级和二年级的识字教学。来自300个教室的近6000名学生参与了这项实验。平均而言，这种治疗对学生的学习没有影响。然而，男孩似乎受益，治疗对国家读写能力评估和阅读自我概念的影响分别约为0.12和0.09标准差。对于基线水平较低的男孩，效果似乎特别大，治疗效果为0.23和0.22个标准差。

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Do students learn more with an additional teacher in the classroom? Evidence from a field experiment [Effects of an additional teacher]

Abstract We present a field experiment investigating treatment effects of an additional teacher in the classroom on student learning. The treatment targets literacy instruction during first and second grades. Nearly 6,000 students in 300 classrooms participated in the experiment. The treatment has on average no effects on student learning. However, boys seem to benefit, with treatment impacts of about 0.12 and 0.09 standard deviations on the national literacy assessment and the reading self-concept, respectively. The effects seem to be particularly large for boys with low skills at baseline, with treatment impacts of 0.23 and 0.22 standard deviations.

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来源期刊

Economic Journal ECONOMICS-

CiteScore

6.60

自引率

3.10%

发文量

期刊介绍： The Economic Journal is the Royal Economic Society''s flagship title, and is one of the founding journals of modern economics. Over the past 125 years the journal has provided a platform for high quality and imaginative economic research, earning a worldwide reputation excellence as a general journal publishing papers in all fields of economics for a broad international readership. It is invaluable to anyone with an active interest in economic issues and is a key source for professional economists in higher education, business, government and the financial sector who want to keep abreast of current thinking in economics.