Economics of Education Review最新文献

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Uncovering the sources of gender earnings gaps among teachers: The role of compensation off the salary schedule 揭示教师性别收入差距的根源：工资表之外的报酬的作用

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-13 DOI: 10.1016/j.econedurev.2024.102602

Diana Quintero , Michael Hansen , Nicolas Zerbino

This paper examines teacher earnings to provide empirical evidence on the sources and the extent of gender gaps in the teaching profession. Using data from two waves of the National Teacher and Principal Survey, we show that on average male teachers have a small advantage of over $700 in base pay (1.3 % of the sample average) compared to female teachers with similar characteristics and in similar contexts. Men also significantly outearn women, all else equal, on three of four different types of school-based supplemental compensation, raising the adjusted earnings gap to 7.2 % of total school earnings. Teachers’ participation in extra duties and the likelihood of earning compensation for them differ by gender. Male teachers are both more likely to perform extra duties and receive compensation for those activities than female teachers, and the earnings gap increases when schools have a male principal. Our results provide insight into teacher compensation and have implications on practices that could promote more equitable pay.

本文通过对教师收入的研究，为教师职业中性别差距的来源和程度提供了经验证据。利用两轮全国教师和校长调查的数据，我们发现，与具有相似特征和处于相似环境中的女教师相比，男教师的基本工资平均略高 700 多美元（占样本平均值的 1.3%）。在其他条件相同的情况下，男性在四种不同类型的校内补充报酬中的三种上的收入也明显高于女性，使调整后的收入差距达到学校总收入的 7.2%。不同性别的教师参与额外工作的情况以及因此获得报酬的可能性也不尽相同。与女教师相比，男教师更有可能履行额外职责，也更有可能因这些活动而获得报酬，而当学校有一位男校长时，收入差距就会拉大。我们的研究结果提供了对教师报酬的深入了解，并对可以促进更公平报酬的做法产生了影响。

引用次数: 0

Expecting less in hard times: How the state of the economy influences students’ educational expectations 困难时期期望值降低：经济状况如何影响学生的教育期望

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-12 DOI: 10.1016/j.econedurev.2024.102606

Jessica L. Arnup , Nicole Black , David W. Johnston

Students’ realistic aspirations about their educational attainment (expectations) are predictive of their efforts, actions, and future outcomes. Limited evidence suggests these expectations are affected by the macroeconomy; however, the direction is ambiguous. We combine seven waves of Programme for International Student Assessment (PISA) data to examine this relationship in 38 OECD countries. Using within-country fixed-effect regressions, we find students have significantly lower educational expectations when GDP growth is low or negative. Assessing the heterogeneity of these relationships, we find that the expectations of students with below-average reading skills or who attend non-metropolitan schools are most strongly affected by the state of the economy. The results also suggest that when GDP growth is weak, students are significantly more likely to complete zero homework and arrive late to school, are less likely to participate in extracurricular academic programs, and expect lower labour market returns to completed education.

学生对其教育成就的现实期望（期望值）可以预测他们的努力、行动和未来结果。有限的证据表明，这些期望会受到宏观经济的影响；然而，影响的方向并不明确。我们结合国际学生评估项目（PISA）的七波数据，研究了 38 个经合组织国家的这种关系。通过国内固定效应回归，我们发现当 GDP 增长率较低或为负数时，学生的教育期望会明显降低。在评估这些关系的异质性时，我们发现阅读能力低于平均水平或就读于非大都市学校的学生的期望值受经济状况的影响最大。结果还表明，当 GDP 增长乏力时，学生完成零作业和迟到的几率明显增加，参加课外学术项目的几率降低，完成教育后的劳动力市场回报预期降低。

引用次数: 0

When Effective teacher training falls short in the classroom: Evidence from an experiment in primary schools 当有效的教师培训在课堂上出现不足时：小学实验的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-12 DOI: 10.1016/j.econedurev.2024.102599

Suzanne Bellue , Adrien Bouguen , Marc Gurgand , Valerie Munier , André Tricot

Although in-service teacher training programs are designed to enhance the performance of several cohorts of students, there is little evidence on the persistence of their effects. We present the two-year results of a randomized study of an intensive in-service teacher training program conducted in France during and after the training program’s implementation. Our results highlight the short-run effectiveness of the training program: it successfully improves students’ performance but only during the implementation year. A detailed analysis of teachers’ outcomes indicates that teachers changed their pedagogical vision and practices but afterward struggled to apply skills to contents not directly covered during training.

尽管在职教师培训项目旨在提高几批学生的成绩，但有关其效果持续性的证据却很少。我们在法国开展了一项针对在职教师强化培训项目的随机研究，在培训项目实施期间和之后的两年时间里，我们展示了研究结果。我们的研究结果凸显了培训项目的短期效果：它成功地提高了学生的成绩，但仅限于项目实施的那一年。对教师成果的详细分析表明，教师们改变了教学理念和教学实践，但之后却很难将技能运用到培训期间未直接涉及的内容上。

引用次数: 0

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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