Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. CEPA Working Paper No. 15-20

Autor/inn/en	Sun, Min; Loeb, Susanna; Grissom, Jason
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. CEPA Working Paper No. 15-20
Quelle	(2015), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Placement; Teacher Collaboration; Peer Influence; Teacher Effectiveness; School Statistics; School Effectiveness; Teamwork; Evidence; Elementary School Teachers; Middle School Teachers; Value Added Models; Robustness (Statistics); Academic Achievement; Predictor Variables; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Evidenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Widerstandsfähigkeit; Schulleistung; Prädiktor; Statistische Analyse
Abstract	Student peer effects are well documented. We know far less, however, about peer effects among teachers. We hypothesize that a relatively effective teacher may positively affect the performance of their peers, while a relatively ineffective teacher may negatively impact the performance of other teachers with whom they work closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peers who are more effective than the incumbent teacher himself or herself. Interestingly, the incumbent teacher's students are not meaningfully disadvantaged by the entry of relatively ineffective peers. This finding implies that mixing teachers with diverse performance levels can be a strategy for increasing student achievement in the aggregate. These results are robust to several student sorting and teacher selection issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01