Education Quality and Teaching Practices
Bibliographic Data
| ID | 9705738 |
|---|---|
| Authors | Marina Bassi (World Bank), Costas Meghir (0000-0002-4448-425X, Department of Economics, Yale University, NBER, IFS, IZA and CEPR, corresponding author), Ana Reynoso (University of Michigan) |
| Year | 2020 |
| Volume | 130 |
| Issue | 631 |
| Pages | 1937-1965 |
| Publication date | 2020-10-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Economic Journal (JOURNAL) |
| Journal identifiers | ISSN: 0013-0133 • E-ISSN: 1468-0297 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/ej/ueaa022 |
| OpenAlex | W3095300165 |
| Language | EN |
| Citations received | 4 |
| References cited | 21 |
Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains
Affect (linguistics · Business · Class (philosophy · Class size · Cohort · Demographic economics · Economics · Intervention (counseling · Low income · Mathematics education · Medical education · Quality (philosophy · Teacher Quality · Computer Science · Marketing · Medicine · Psychology · School Choice and Performance
The ABC of Gender Equality in Education
Stepwise Multiple Testing as Formalized Data Snooping
Labor market returns to an early childhood stimulation intervention in Jamaica
Incentives Work
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Measuring the Impacts of Teachers I
Estimating the Production Function for Human Capital
Teacher Quality and Learning Outcomes in Kindergarten
Why Minimal Guidance During Instruction Does Not Work
Identification and Estimation of Local Average Treatment Effects
Teachers, Schools, and Academic Achievement
Estimating the Technology of Cognitive and Noncognitive Skill Formation
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |