Zobrazeno 1 - 10
of 31
pro vyhledávání: '"John P. Papay"'
Publikováno v:
Journal of Policy Analysis and Management. 39:315-347
We examine the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of pe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e37b5e74dd27be6488ccd3cc5249d51
https://doi.org/10.1002/pam.22193
https://doi.org/10.1002/pam.22193
Publikováno v:
American Economic Journal: Economic Policy. 12:359-388
We study on-the-job learning among classroom teachers, especially learning skills from coworkers. Using data from a new field experiment, we document meaningful improvements in teacher job performance when high- and low-performing teachers working at
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f74191d2dda5541086eda19b6d65fbf3
https://doi.org/10.1257/pol.20170709
https://doi.org/10.1257/pol.20170709
Autor:
Monica Ng, Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Matthew A. Kraft, John P. Papay
Publikováno v:
American Journal of Education. 123:553-584
Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6ed3ea847d48c6d81a03240968ff6ddb
https://doi.org/10.1086/692663
https://doi.org/10.1086/692663
Autor:
Matthew A. Kraft, John P. Papay
Publikováno v:
Journal of Policy Analysis and Management. 35:791-817
We use matched employee–employer records from the teacher labor market to explore the effects of late teacher hiring on student achievement. Hiring teachers after the school year starts reduces student achievement by 0.042 SD in mathematics and 0.0
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::467f2cd5ce9ea82d8334b9b684694ca1
https://doi.org/10.1002/pam.21930
https://doi.org/10.1002/pam.21930
Publikováno v:
Journal of Human Resources. 51:357-388
Students receive abundant information about their educational performance, but how this information affects future educational-investment decisions is not well understood. Increasingly, results from state-mandated standardized tests are an important
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8c892cf1e73a04fc11700d1787de5f3d
https://doi.org/10.3368/jhr.51.2.0713-5837r
https://doi.org/10.3368/jhr.51.2.0713-5837r
Autor:
Morgaen L. Donaldson, John P. Papay
Publikováno v:
American Journal of Education. 122:39-70
This article examines New Haven (Connecticut) Public Schools’ efforts to create a new teacher evaluation model in a collaborative manner. Based on semistructured interviews with nearly 100 educators, we develop a case study charting the progress of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f79270763871f1374b7eabde8543b8a2
https://doi.org/10.1086/683291
https://doi.org/10.1086/683291
Autor:
Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Monica Ng, Matthew A. Kraft, John P. Papay
Publikováno v:
Educational Administration Quarterly. 51:753-790
Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers’ work in high-poverty, urban schools. We describe six schools’ organizational responses to these uncerta
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dc2974e1ec1f27b45bad923f25eaa2d3
https://doi.org/10.1177/0013161x15607617
https://doi.org/10.1177/0013161x15607617
Autor:
John P. Papay, Matthew A. Kraft
Publikováno v:
Journal of Public Economics. 130:105-119
We present new evidence on the relationship between teacher productivity and job experience. Econometric challenges require identifying assumptions to model the within-teacher returns to experience with teacher fixed effects. We describe the identify
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ffbe17219be5f7f5dba9e8b0c9430143
https://doi.org/10.1016/j.jpubeco.2015.02.008
https://doi.org/10.1016/j.jpubeco.2015.02.008
Publikováno v:
Educational Evaluation and Policy Analysis. 37:29S-52S
We report results from our long-standing research partnership with the Massachusetts Department of Elementary and Secondary Education. We make two primary contributions. First, we illustrate the wide range of informative analyses that can be conducte
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7705706dbe79a9114422d7370e07d583
https://doi.org/10.3102/0162373715576364
https://doi.org/10.3102/0162373715576364