Skills, Job Tasks, and Productivity in Teaching: Evidence from a Randomized Trial of Instruction Practices
研究教师被分配的教学任务如何影响其数学技能对生产力的回报，发现传统直接教学法中技能与生产力正相关，而学生主导方法中关系较弱甚至可能为负。
I study how teachers' assigned job tasks--the practices they are asked to use in the classroom--affect the returns to math skills in teacher productivity. The results demonstrate the importance of distinguishing between workers' skills and job tasks. I examine a randomized trial of different approaches to teaching math, each codified in a set of day-to-day tasks. Teachers were tested to measure their math skills. Teacher productivity--measured by student test scores--is increasing in math skills when teachers use conventional "direct instruction": explaining and modeling rules and procedures. The relationship is weaker, perhaps negative, for newer "student-led" methods.