Econ Papers Daily / 期刊论文
监督是否改变了教师教学法和学生成果？
Does Monitoring Change Teacher Pedagogy and Student Outcomes?
摘要
In theory, monitoring can improve employee motivation and effort, particularly in settings lacking measurable outputs, but research assessing monitoring as a motivator is limited to laboratory settings. To address this gap, I leverage exogenous variation in the presence and intensity of teacher monitoring, in the form of unannounced in-class observations as part of DC public schools’ IMPACT program. As monitoring intensifies, teachers use more individualized teaching and emphasize higher-level learning. When teachers are unmonitored, their students have lower test scores and increased suspensions. This evidence validates monitoring as a potential tool for enhancing teacher pedagogy and employee performance more broadly.
中文摘要
理论上，监督能够提升员工的积极性和努力程度，尤其在缺乏可量化产出的环境中，但关于监督作为激励因素的研究目前仅限于实验室环境。为填补这一空白，我利用华盛顿特区公立学校IMPACT项目中未事先通知的课堂观察作为教师监督存在及强度的外生变异。随着监督加强，教师更倾向于采用个性化教学并强调更高层次的学习。当教师不受监督时，其学生的考试成绩下降，停学事件增多。这一证据证实了监督作为提升教师教学方法及更广泛员工绩效的潜在工具的有效性。