Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial In a Large-Scale Online Course
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https://www.edworkingpapers.com/ai21-483
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial In a Large-Scale Online Course | EdWorkingPapers
Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource intensive in most educational contexts. We develop an automated tool based on natural language processing to give teachers feedback on their uptake of student contributions, a high-leverage teaching practice that supports dialogic instruction and makes students feel heard. We conduct a randomized controlled trial as part of an online computer science course, Code in Place (n=1,136 instructors), to evaluate the effectiveness of the feedback tool.
"Teacher bonus programs that incentivize comparative advantage-based sorting, combined with bonus rates favoring districts with more low-achieving students, could improve both efficiency and equity."
https://www.nber.org/papers/w28530
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Equilibrium in the Market for Public School Teachers: District Wage Strategies and Teacher Comparative Advantage
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
Racial Differences in Student Access to High-Quality Teachers
"To address such disparities, decision-makers at all three levels—state, district, and school—have various policy options to consider, with each level having an important role to play."
https://direct.mit.edu/edfp/article-abstract/doi/10.1162/edfp_a_00402/115596/Racial-Differences-in-Student-Access-to-High?redirectedFrom=fulltext
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Racial Differences in Student Access to High-Quality Teachers
Abstract. Access to high-quality teachers in K-12 schools differs systematically by racial group. This policy brief reviews the academic research documenting these differences and the labor market forces and segregation patterns that solidify them. It also presents new analysis of differential exposure in North Carolina of White, Black, and Hispanic students to teachers with different quality-related credentials across five grade-subject combinations. White students are most often in classrooms taught by teachers with strong credentials and least often by those with weak credentials, not only across the state as a whole, but also within most of the state's counties, especially those whose schools are most segregated by race. To address such disparities, decision-makers at all three levels—state, district, and school—have various policy options to consider, with each level having an important role to play.
The Promises and Limits of ‘Evidence-Based Practice’ (Opinion)
Rigorous research should influence practice but only after a gradual accumulation of evidence by many researchers using various methods.
Investing in Adolescents:
High School Climate and Organizational Context Shape Student Development and Educational Attainment
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https://consortium.uchicago.edu/publications/investing-in-adolescents
Investing in Adolescents
This report shines light on what schools can do well to positively affect students’ long-term trajectories. The findings show the value of taking a holistic view of adolescents, and that fostering students' engagement and a challenging, supportive environment for them are the most important things schools can do.
The findings and interpretive summary offer notable insights on some of the most-discussed K-12 policies and practices today, including test scores, school quality metrics, school climate, and student voice.
Jeff Greene
University of Limerick
Sir Rochard 'Dock' Bunson
First Focus on Children
