Economics of Education Review ( IF 2.083 ) Pub Date : 2021-03-17 , DOI: 10.1016/j.econedurev.2021.102091 Richard Murphy , Felix Weinhardt , Gill Wyness
This paper evaluates a widely used, low stakes, teacher peer-to-peer observation and feedback program under Randomized Control Trial (RCT) conditions. Half of 181 volunteer primary schools in England were randomly selected to participate in a two-year program in which three fourth and fifth grade teachers observed each other. We find that two cohorts of students taught by treated teachers perform no better on externally graded national tests compared to business as usual. However this masks large heterogeneity; in small schools, where there is only one class per grade, we find negative impacts of the training (0.1-0.18SD), whereas we find positive impacts in larger schools (0.06-0.17SD). We outline and explore potential mechanisms for this and conclude that centralised one-size-fits-all teacher training interventions may be harmful.
中文翻译:
谁教老师?181所学校的点对点观察和反馈的RCT
本文评估了在随机对照试验(RCT)条件下广泛使用的低风险教师对等观察和反馈程序。随机选择了英格兰181所义务小学的一半参加为期两年的计划,该计划由三名四年级和五年级的老师互相观察。我们发现,与往常一样,由受过良好训练的老师教给的两个学生在外部评级的国家考试中表现不佳。但是,这掩盖了很大的异质性。在每个年级只有一个班级的小型学校中,我们发现培训的负面影响(0.1-0.18SD),而在大型学校中我们发现了正面的影响(0.06-0.17SD)。我们概述并探索了可能的机制,并得出结论认为,集中一刀切的所有教师培训干预措施可能是有害的。