Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers | Zendy

C. Kirabo Jackson | Zendy; Elias Bruegmann | Zendy

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Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers

Author(s) -

C. Kirabo Jackson,

Elias Bruegmann

Publication year - 2009

Publication title -

american economic journal applied economics

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 12.996

H-Index - 82

eISSN - 1945-7782

pISSN - 1945-7790

DOI - 10.1257/app.1.4.85

Subject(s) - mathematics education , psychology , teacher quality , reading (process) , student achievement , test (biology) , peer effects , value (mathematics) , variation (astronomy) , quality (philosophy) , sample (material) , pedagogy , academic achievement , mathematics , physics , social psychology , political science , statistics , economics , paleontology , metric (unit) , operations management , quantum mechanics , astrophysics , law , biology , thermodynamics

Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less experienced teachers and persist over time, and historical peer quality explains away about 20 percent of the own-teacher effect, results that suggest peer learning. (JEL I21, J24, J45)

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