@article {518701,
	title = {Skills, job tasks, and productivity in teaching: Evidence from a randomized trial of instruction practices},
	journal = {Journal of Labor Economics},
	volume = {36},
	number = {3},
	year = {2018},
	month = {2018},
	pages = {711-742},
	abstract = {I study how teachers{\textquoteright} assigned job tasks{\textemdash}the basic practices they are asked to use in the classroom{\textemdash}affect the returns to math skills in teacher productivity. The results demonstrate the importance of distinguishing between workers{\textquoteright} skills and workers{\textquoteright} job tasks. I examine a randomized trial of different approaches to teaching math, each approach codified in a set of day-to-day tasks. Teachers were tested to measure their math skills. Teacher productivity{\textemdash}measured with student test scores{\textemdash}is increasing in math skills when teachers use conventional {\textquotedblleft}direct instruction{\textquotedblright} practices: explaining and modeling math rules and procedures. The relationship is weaker, perhaps negative, for newer {\textquotedblleft}student-led{\textquotedblright} instruction tasks.},
	url = {https://www.journals.uchicago.edu/doi/abs/10.1086/696144},
	author = {Taylor, Eric S.}
}
