Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues

Autor/inn/en	Sun, Min; Loeb, Susanna; Grissom, Jason A.
Titel	Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 1, S.104-125 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716665698
Schlagwörter	Peer Influence; Teacher Effectiveness; Teacher Transfer; Mathematics Teachers; Longitudinal Studies; Elementary School Teachers; Middle School Teachers; Elementary School Students; Middle School Students; Mathematics Achievement; Value Added Models; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerversetzung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse
Abstract	Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works 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. However, the incumbent teacher's students are not meaningfully disadvantaged by the entry of relatively ineffective peers. This finding provides initial evidence that mixing teachers with diverse performance levels can increase 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