大规模的专业发展:在马萨诸塞州RETELL倡议下获得SEI认可的因果效应

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-12-05 DOI:10.3102/01623737221136101

Jesse Bruhn, Nathan D. Jones, Y. Kanno, Marcus A. Winters

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引用次数: 0

摘要

我们采用差异中差异设计来衡量教师在马萨诸塞州英语学习者教学中的反思公平倡议下获得庇护英语浸入背书对学生学习成果的因果效应。超过35000名在职公立学校教师完成了这个学期的课程。我们发现对英语学习者的平均考试成绩没有影响，但对残疾学生和其他非英语学习者有适度的积极溢出效应。培训使新入职的教师受益，但对长期在职的教师没有影响。

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Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative

We apply a difference-in-difference design to measure the causal effect of a teacher obtaining an endorsement in Sheltered English Immersion under Massachusetts’s Rethinking Equity in the Teaching of English Language Learners initiative on student’s learning outcomes. More than 35,000 in-service public school teachers completed the semester-long course. We find no effect on English learners’ (ELs) average test scores, but modest positive spillovers for students with disabilities and other non-EL students. Training benefited teachers recently hired by their district but had no effect on longer serving teachers.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.