The Annenberg Institute at Brown University offers this national working paper series to provide open access to high-quality papers from multiple disciplines and from multiple universities and research organizations on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications for education policy. EdWorkingPapers circulates papers prior to publication for comment and discussion; these papers have not gone through a peer review processes. Contributors can update papers to provide readers with the most up-to-date findings.
Search EdWorkingPapers
Search EdWorkingPapers by author, title, or keywords.
Search
Featured EdWorkingPaper
.
Providing consistent, individualized feedback to teachers is essential for improving instruction
but can be prohibitively resource-intensive in most educational contexts. We
develop M-Powering Teachers, an automated tool based on natural language processing
to give teachers feedback on their uptake of student contributions, a high-leverage
dialogic teaching practice that makes students feel heard. We conduct a randomized
controlled trial in an online computer science course (n=1,136 instructors), to evaluate
the effectiveness of our tool. We find that M-Powering Teachers improves instructors’
uptake of student contributions by 13% and present suggestive evidence that it also
improves students’ satisfaction with the course and assignment completion. These results
demonstrate the promise of M-Powering Teachers to complement existing efforts
in teachers’ professional development.
Download 06/20234.77 MB