Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/182224
Authors: 
Murphy, Richard
Weinhardt, Felix
Wyness, Gill
Year of Publication: 
2018
Series/Report no.: 
DIW Discussion Papers 1753
Abstract: 
It is well established that teachers are the most important in-school factorin determining student outcomes. However, to date there is scant robustquantitative research demonstrating that teacher training programs can havelasting impacts on student test scores. To address this gap, weconduct andevaluate a teacher peer-to-peer observation and feedback program underRandomized Control Trial (RCT) conditions. Half of 181 volunteer primaryschools in England were randomly selected to participate in the two yearprogram. We find that students of treated teachers perform no better onnational tests a year after the program ended. The absence of externalobservers and incentives in our program may explain the contrast of theseresults with the small body of work which shows a positive influence ofteacher observation and feedback on pupil outcomes.
Subjects: 
education
teachers
RCT
peer mentoring
JEL: 
I21
I28
M53
Document Type: 
Working Paper

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