Tailoring Teaching to Fit the Class:
Teaching Practice and Classroom Composition Under Random Assignment
Propose: The main purpose of this project is to explore teaching practice through the lens of classroom composition. In particular, we will investigate how teaching practice affects student learning and engagement differentially depending on the level and dispersion of students’ initial achievement. We will explore how teachers adapt to different classroom compositions and whether these adaptations are productive in improving student outcomes. The research will have important implications for educational inequality, as teaching practice and classroom composition are dimensions of schooling that are both impactful and unevenly distributed.
Acknowledgements: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A170269 to University of North Carolina, Chapel Hill. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Aucejo, Esteban, Patrick Coate, Jane Cooley Fruehwirth, Sean Kelly and Zachary Mozenter. “Teacher Effectiveness and Classroom Composition: Understanding Match Effects in Education Production,” conditionally accepted, Economic Journal
Aucejo, Esteban, Jane Cooley Fruehwirth, Sean Kelly. “Teachers and the Gender Gap in Reading Achievement,” accepted, Journal of Human Capital
Sean Kelly, Zachary Mozenter, Esteban Aucejo, Jane Cooley Fruehwirth. “School-to-School Differences in Instructional Practice: New Descriptive Evidence on Opportunity to Learn,” 2020, Teacher College Record, 122(11).
Kelly, Sean, Robert Bringe, Esteban Aucejo and Jane Cooley Fruehwirth. “Using Global Observation Protocol to Inform Research on Teacher Effectiveness and School Improvement: Strengths and Emerging Limitations”, in press, Education Policy Analysis Archives. https://doi.org/10.14507/epaa.28.5012.