Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers
利用小学教师和学生的长期数据，研究发现当教师同事的观察特征改善时，其学生的考试成绩提升更大，且同事质量对教师自身效果有显著解释力，表明同伴学习的重要性。
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.