In:
American Economic Journal: Applied Economics, American Economic Association, Vol. 11, No. 3 ( 2019-07-01), p. 128-154
Abstract:
Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present results of a large-scale, randomized evaluation of a national PD program in China in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of the command of PD content; or no PD. Precise estimates indicate PD and associated interventions failed to improve teacher and student outcomes after one year. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful. (JEL I21, I28, J24, J45, O15, P36)
Type of Medium:
Online Resource
ISSN:
1945-7782
,
1945-7790
DOI:
10.1257/app.20170226
Language:
English
Publisher:
American Economic Association
Publication Date:
2019
detail.hit.zdb_id:
2442384-1
detail.hit.zdb_id:
2452635-6
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