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Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?
Abstract
We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at $2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15)
... CPD activities allow teachers to develop skills that will be beneficial for their learning, their teaching practices and their students' development (Desimone, 2009 [6] ; Hattie, 2009 [7] ). Indeed, effective CPD programmes can have an impact on teachers' skills and 5 Providing opportunities for continuous development dispositions (Borko, 2004 [8] ; Garet et al., 2016 [9] ; Youngs, 2001 [10] ), their classroom practices (Fischer et al., 2018 [11] ) and their beliefs (Guskey, 2002 [12] ; Nir and Bogler, 2008 [13] ; OECD, 2014 [14] ), and they can help build professional learning communities (Darling-Hammond, Hyler and Gardner, 2017 [15] ; OECD, 2013 [16] ). It has even been found that professional development is an effective mechanism to prevent burnout among teachers (Kyriacou, 2001 [17] ). ...
... Among teachers reporting that their training had a positive impact, one of the most frequent characteristics mentioned relates to the content of the training. The specialised literature agrees that effective CPD programmes should be content-driven, with strong subject and curriculum-based components that help teachers have a better grasp of their subject (Borko, 2004 [8] ; Guskey and Yoon, 2009 [61] ). These programmes should also take into account the experience and be consistent with the previous knowledge and learning experiences of teachers, along with their specific needs for training (Desimone, 2009 [6] ). ...
... However, one group of topics shows relatively high levels of participation (above 40%) and high levels of need (above 13%): "ICT skills for teaching"; "student behaviour and classroom management"; "teaching cross-curricular skills"; "approaches to individualised learning"; and "teaching students with special needs". 8 High participation and high need for a given topic may be explained by a desire for further development, even if teachers have already participated in training on that topic. So high need for training on a specific topic should not be interpreted solely as a lack of participation in training on that topic (Cooc, 2018 [71] ). ...
Continuous professional development is a vital element of the career path
of teachers and principals, providing training that can affect both classroom
and school practices. Using TALIS 2018 data, this chapter examines participation rates in in-service training for teachers and principals and discusses the different types of development opportunities available to them. It also reports teachers’ views
on the characteristics of impactful training. After exploring the content
of training activities attended by teachers and principals, it contrasts levels
of participation with needs for further training. The chapter concludes
by examining barriers to participation in training and the support received by
teachers and principals to overcome them.
... Four studies investigated the effects of mathematics teacher coaching on student assessment scores using either test scores alone (Campbell & Malkus, 2011;S. G. Garcia et al., 2013), or combining assessment scores with other measures, such as classroom observations (Bruns et al., 2018;Powell et al., 2016). All of these studies found that the presence of instructional coaches increased student scores in mathematics; however, these measures raise serious questions for educational justice efforts. ...
... The two studies in this strand that used mixed-methods (Bruns et al., 2018;Powell et al., 2016) highlight a crucial contradiction in this reliance on assessment scores. Bruns and colleagues used Teach Like a Champion (Lemov, 2010) as a coaching manual, a book Valenti (2019) thoroughly critiqued for its reliance on racialized deficit ideologies about students. ...
... Our review of this literature suggests that mathematics teacher coaching can be an important lever for teachers' learning, but that research has only scratched the surface of its possibilities. Current research shows that coaching can support teachers in improving students' assessment scores (e.g., Bruns et al., 2018;Campbell & Malkus, 2011S. G. Garcia et al., 2013, adopting new instructional practices (e.g., Duchaine et al., 2011;Obara & Sloan, 2009), improving mathematical and pedagogical knowledge (e.g., Knapp et al., 2016), and beliefs about effective instruction (e.g., Bengo, 2016;Gibbons et al., 2017;Hopkins et al., 2017). ...
Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.
... Rwanda's curriculum reform represents a major shift in pedagogy from traditional knowledge acquisition to student-centered, active learning. Many other efforts to alter pedagogy have a similar goal of promoting active learning, such as the early grade literacy program studied in Kerwin and Thornton (2015) and the teacher coaching program studied in Bruns et al. (2018). Nonetheless, not all such efforts have been successful. ...
... 8 The outreach component builds on studies of other training programs with similar follow-up for trained teachers (e.g., Beuermann et al., 2013;Abeberese et al. 2014;Piper and Simmons Zuilkowski, 2015). The exchange visits resemble a form of teacher coaching (e.g., Bruns et al. 2018;Albornoz et al., 2018;Cilliers et al., 2019), except that trained teachers received feedback from peers rather than professional coaches. ...
We assess, via a field experiment, how a comprehensive teacher training program affects the delivery of a major entrepreneurship curriculum reform in Rwanda. The reform introduced interactive pedagogy and a focus on business skills in the country's required upper secondary entrepreneurship course. We randomly split a sample of 207 schools into treatment and control. Both groups received the government's standard training. In addition, the treatment group was assigned intensive training organized by an NGO for two years. The training consisted of (i) six training sessions during school breaks, ii) exchange visits each term where teachers provided feedback to their peers, and (iii) outreach and support from NGO staff at least twice per year. The control group received only the default government training, which was not specific to entrepreneurship and lacked each of these elements. The program increased teachers' use of active instruction, consistent with the reform's features. These effects on pedagogy did not translate into improvements in student academic outcomes or skills. While still in secondary school, treated students increased participation in their own businesses by 5 percentage points, or 17% of the control mean. Wage employment (at others' firms) declined by a commensurate amount in response to treatment, leaving no effect on overall income. These results suggest substitution between entrepreneurship and employment among students in treated schools.
... Chile, Ecuador, Mexico, and Peru all either have in place or are developing such systems. Some Brazilian states, like Ceará, have also taken important steps in this direction (Bruns, Costa, and Cunha 2017). 15 Finally, coupling large public investments in in-service teacher training with rigorous impact evaluations is necessary to ensure the cost-effective use of resources. ...
... High-performing schools achieve an average of 85 percent of class time spent on instruction, which is taken as a benchmark for good classroom practice. 15. Bruns, Costa, and Cunha (2017) have evaluated a program to improve teachers' effectiveness by using an information "shock" (benchmarked feedback) and expert coaching to promote increased professional interaction among teachers within schools. The program significantly increased teachers' use of class time for instruction and, consistent with its objective of fostering interaction among them, reduced the variation in their practices. ...
... Rwanda's curriculum reform represents a major shift in pedagogy from traditional knowledge acquisition to student-centered, active learning. Many other efforts to alter pedagogy have a similar goal of promoting active learning, such as the early grade literacy program studied in Kerwin and Thornton (2015) and the teacher coaching program studied in Bruns, Costa, and Cunha (2018). ...
... 8 The outreach component builds on studies of other training program with similar follow-up for trained teachers (e.g.,Beuermann et al. 2013;Abeberese, Kumler, and Linden 2014;Piper and Zuilkowski 2015). The exchange visits resemble a form of teacher coaching (e.g.,Bruns, Costa, and Cunha 2018;Albornoz et al. 2018;Cilliers et al. 2019), except that trained teachers received feedback from peers rather than professional coaches. ...
In Rwanda, 72 percent of employed youth work for family firms or are self-employed. These outcomes suggest that schools may be failing to develop the skills required to enter formal sector jobs or grow small firms. In response, Rwanda reformed its required upper secondary entrepreneurship course by introducing interactive pedagogy and a focus on business skills. Merely mandating adoption of a new curriculum may be insufficient for teachers to implement it effectively, however. This study examines how comprehensive teacher training affects the delivery of the reformed entrepreneurship curriculum. Schools were randomly selected for two years of intensive teacher training and support. A control group received the curriculum and the standard government training only. We will measure the intervention's impact on teacher pedagogy, student skills, and student economic outcomes. Results will contribute to knowledge on supporting pedagogical change in a setting where such changes could generate relatively large economic returns for students.
... Chile, Ecuador, Mexico, and Peru all either have in place or are developing such systems. Some Brazilian states, like Ceará, have also taken important steps in this direction (Bruns, Costa, and Cunha 2017). 15 Finally, coupling large public investments in in-service teacher training with rigorous impact evaluations is necessary to ensure the cost-effective use of resources. ...
... High-performing schools achieve an average of 85 percent of class time spent on instruction, which is taken as a benchmark for good classroom practice. 15. Bruns, Costa, and Cunha (2017) have evaluated a program to improve teachers' effectiveness by using an information "shock" (benchmarked feedback) and expert coaching to promote increased professional interaction among teachers within schools. The program significantly increased teachers' use of class time for instruction and, consistent with its objective of fostering interaction among them, reduced the variation in their practices. ...
... Many studies persuasively argue that coaching can catalyze teachers' development (e.g., Kraft et al., 2018), but few look closely at coach-teacher interactions to understand how teacher learning occurs. Research shows that coaching can support teachers in improving student assessment scores (Bruns et al., 2018;Campbell & Malkus, 2011;Garcia et al., 2013), adopting new instructional practices (Duchaine et al., 2011;Obara & Sloan, 2009), and improving pedagogical knowledge and beliefs about effective instruction (Bengo, 2016;Gibbons et al., 2017;Hopkins et al., 2017;Knapp et al., 2016), but only a small set of studies look closely at the processes of learning (e.g., Bengo, 2016;Bruce & Ross, 2008;Gibbons et al., 2017). Furthermore, Marshall and Buenrostro (2021) argue that because coaching is situated in classrooms, it can be responsive both to teachers' learning needs (Bengo, 2016;Gibbons et al., 2017;Kohler et al., 1997) and specific instructional contexts (Giamellaro & Siegel, 2018;Hopkins et al., 2017). ...
We investigate the role of teachers' edge-emotions in coaching conversations. While emotions are common in instructional coaching, they are under-examined in research. This qualitative study examines a particularly emotional coaching event that we facilitated with an experienced mathematics teacher. We use Kerdeman's (2003) framework of being "pulled up short" to describe how the teacher's understanding of her lesson was interrupted, resulting in negative emotions. She was ultimately motivated to transform her practice with our empathy and sustained support. We discuss implications for instructional coaching, particularly how edge-emotions can be leveraged to support teachers' conceptual change.
... The foundation of RTLB practice then provides a platform for the development of teacher knowledge and skills which has a long-term effect and raises the capability of the teacher and the school (Garet, Porter, Desimone, Birman & Yoon, 2001;Learning Forward, 2011;Zepeda, 2013). Bruns, Costa and Cunha (2018) state that "the quality of teachers' classroom practice, as measured through classroom observations, is important for student learning and other key outcomes, such as development of students' socio-economical skills" (p. 214). ...
This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review of the literature on PBL explored the pedagogy of play and the importance of the teacher within this learning environment. Through an anonymous online questionnaire, teachers of students in Years 0 to 2 who are currently implementing PBL, shared their experiences of the barriers and enablers towards the successful implementation of PBL. The research results highlighted that there is a need for sustained professional development on the implementation of PBL and the establishment of a mentoring partnership to further develop the competence and confidence of teachers working within a PBL environment.
... Brezilya' da geliştirilen Ceara programı (Bruns, Costa ve Cunha, 2018) öğretim ve öğrenme kalitesini etkileyen iki anahtar bileşen üzerine tasarlanmıştır. Bunlar; sınırlı öğretim zamanı ve öğrencinin akademik faaliyetlerle düşük düzeyli katılımıdır. ...
Karar verme yanlılıkları, yöneticilerin etkili karar vermelerinin önündeki engellerdir. Çoğunlukla finansal kararlardaki rolü araştırılan karar verme yanlılıklarının, son zamanlarda tüm yönetici davranışları üzerindeki etkileri incelenmektedir. Kontrol altına alınmaz ve doğru analiz edilmezse bu yanlılıklar, örgütlerin zarara uğramasına neden olabilir ve sonunda örgütlerin varlıklarını bile tehdit edecek noktaya gelebilir. Alanyazında bu zamana kadar çok sayıda karar verme yanlılığına vurgu yapıldığı görülmekte ve farklı görüşler olsa da karar verme yanlılıkları bilişsel ve duygusal olmak üzere ikiye ayrıldığı ifade edilmektedir. Bu çalışma kapsamında karar verme yanlılıklarından en fazla incelenen, daha fazla araştırmacının varlığı üzerinde uzlaştığı ve neticesinde olumlu/olumsuz etkilerini gözlemlemenin daha mümkün olduğu karar verme yanlılıkları ele alınmıştır.
... Given the difficulties in identifying simple indicators of teacher effectiveness, classroom observation approaches remain important for their explanatory power, not least in developing countries 1 (Bruns et al, 2016). For example, recent studies using CLASS (Classroom Assessment Scoring System) in Ecuador, Chile and the USA find that improvements in teachers' observed classroom practices are linked to increases in students' test scores (Rockoff, 2004;Araujo et al, 2016;Bruns et al, 2018). ...
Universalization of basic education in India has increased demand for access to secondary schooling, yet concerns about quality and equity remain. While evidence of poor learning attainment continues to accumulate, less is known about classroom interactions or how these relate to student outcomes. In this article, we employ a unique data set that links school effectiveness and classroom observation data to examine the relationship between these dimensions. We show that teacher classroom practices represent a potentially distinctive aspect of school quality only weakly associated with effectiveness measures in two states in India. We discuss the implications of this for understandings of equity of learning opportunities.
... It may be used for diagnosis, evaluation and consultation, and is regarded as a traditional tool for teaching development processes [10]. Thus, an increasing number of studies have suggested that it is very important to measure the quality of teachers' classroom practice through classroom observation for students' learning effectiveness and other key results (such as cultivating students' social emotional ability) [11]. However, at present, many inspection forms only describe teaching practice, but do not evaluate whether they are consistent with specific teaching strategies [12]. ...
Classroom observation is generally regarded as an important tool for improving the professional development of teachers. It needs a good checklist for teachers and observers to communicate those performed and missed points to improve teaching practice. However, most of the publicly used checklists tend to lack meaningful learning from classroom observation. To overcome this shortcoming, this study incorporated fundamental professional development pedagogies (e.g., pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPCK)) to form the checklist, and subjected it to a reliability test (Cronbach's α from .861~.869) and expert validity test to explore its applicability. Moreover, analyzing classroom observation in teaching practices, the results of this study indicated that PCK for lesson planning, PK for teaching method and strategies including cognitive strategies and affective strategies (i.e., in lecturing, in discussion, and in project working) were more applicable to be observed. However, such TPCK, in this study, was discovered that most of the participating teachers had doubts about the applicability of the dimension in the current class observation activities.
... Observers training criteria seemed more critical and can even be certified to use and interpret the protocol data. On the (Smith et al. 2013), (Lund et al. 2015), (Lewin et al. 2016), (Daher et al. 2018), (Akiha et al. 2018), (Tomkin et al. 2019), (Ludwig, Colleen, and Prins 2019), (Metzger and Langley 2020), (Borda et al. 2020), (Commeford, Brewe, and Traxler 2020) QTc, S, SA 2 4 4 4 4 18 2 CLASS 12 (Pianta, La Paro, and Hamre 2008), (Bell et al. 2012, (Casabianca, Lockwood, and McCaffrey 2015), (Casabianca, Lockwood, and McCaffrey 2015), (Curby et al. 2016), (Floman et al. 2017), (Bruns, Costa, and Cunha 2018), (Li, Liu, and Hunter 2019), (Bell et al. 2019), (Lei, Li, and Leroux 2017), (Auletto and Stein 2020) QTd (Tolnay, Spiegel, and Sherer 2017), (Sanders, Spiegel, and Sherer 2018) QTc , proposal of a set of constructs to explain effective teaching , trends in classroom observations (Casabianca, Lockwood, and McCaffrey 2015), correlation across live and video observations (Curby et al. 2016), trends in COPr rater scoring over time (Floman et al. 2017). ...
This research discusses the characteristics of a global set of Classroom Observation Protocols (COPr) to uncover their design goals and assess the value propositions for Engineering Education (EE) in active learning environments. To achieve the research purpose, a Systematic Literature Review (SLR) method was chosen, based on a process-oriented model that covered a set of 23 global databases, from January 2000 to December 2020. The search and screening process retained 109 literature sources for deep study, after quality assessment. The research results revealed the approaches of 111 classroom observation applications and 68 different protocols. The upward trend of new protocols and applications in the last 6 years identified by the study has resulted in considerable information overload for practitioners. The authors address this by analysing the 68 protocols, characterising them and listing the strengths of each one aligned with the EE context. They achieve this goal by applying a systematic 4-category and 5-dimension framework to compare the protocols. The bibliometric data also reveals how the observation strategies in active learning environments incorporate Engineering disciplines in several applications over time, with 82% of the total.
... StatLink : http://dx.doi.org/10.1787/Type de développement professionnel suivi par les enseignants et principaux de collège 74 combinaison d'apport d'outillage théorique et technique et d'un accompagnement individuel et collectif in situ, c'est-à-dire dans les établissements d'exercice des enseignants, était fructueuse car complémentaire, produisant un véritable impact sur l'évolution des pratiques pédagogiques et l'autonomisation des enseignants(Bruns, Costa & Cunha, 2018 ;Cilliers et al., 2019). Comme noté plus haut, le soutien et l'accompagnement actif des personnels de direction des établissements dans ces dispositifs fondés sur l'observation et la construction de ressources entre pairs étaient tout à fait décisifs dans le succès et l'existence même de ce type de dispositifs(OCDE, 2017(OCDE, & 2019Trust, Krutka et Carpenter, 2016 ;Paniagua & Istance, 2018). ...
... It may be used for diagnosis, evaluation and consultation, and is regarded as a traditional tool for teaching development processes [10]. Thus, an increasing number of studies have suggested that it is very important to measure the quality of teachers' classroom practice through classroom observation for students' learning effectiveness and other key results (such as cultivating students' social emotional ability) [11]. However, at present, many inspection forms only describe teaching practice, but do not evaluate whether they are consistent with specific teaching strategies [12]. ...
Classroom observation is generally regarded as an important tool for improving the professional development of teachers. It needs a good checklist for teachers and observers to communicate those performed and missed points to improve teaching practice. However, most of the publicly used checklists tend to lack meaningful learning from classroom observation. To overcome this shortcoming, this study incorporated fundamental professional development pedagogies (e.g., pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPCK)) to form the checklist, and subjected it to a reliability test (Cronbach's α from .861~.869) and expert validity test to explore its applicability. Moreover, analyzing classroom observation in teaching practices, the results of this study indicated that PCK for lesson planning, PK for teaching method and strategies including cognitive strategies and affective strategies (i.e., in lecturing, in discussion, and in project working) were more applicable to be observed. However, such TPCK, in this study, was discovered that most of the participating teachers had doubts about the applicability of the dimension in the current class observation activities.
... Teacher is the main component that mostly determines the success of education. Therefore, it is a must for teacher to have academic qualification, professional teacher certificate, physically and mentally healthy, and capability to achieve national education target, followed by teacher's main responsibility, specifically; to educate, to teach, to guide, to lead, to train, to assess and to evaluate students in formal education at level of early childhood education, primary education and secondary education [1]. It is important to develop teacher's competence continuously to produce qualified and professional teacher. ...
... There is widespread consensus that literacy coaching is an effective component of a teacher professional development model in highresource contexts, where most of the literature on teacher coaching originates (Kraft et al., 2017). The emerging literature in developing contexts shows promise, with literacy coaching found to be effective in Kenya (Zuilkowski & Piper, 2017), Thailand (Tolley, Johnson, & Koszalza, 2012) and Brazil (Bruns, Costa, & Cunha, 2018). The literature from high-resource contexts tends to argue that coaches should be highly skilled reading experts who are never put in the position of evaluating the job performance of teachers because it undermines their supportive role (Lyons & Pinell, 2001;Wren & Reed, 2005). ...
Evidence-based ‘best practices’ from high-resource contexts have motivated some early grade literacy programs in developing countries to hire private literacy specialists as coaches for teachers, rather than build coaching into the job description of existing system actors, such as school inspectors. This study poses the question, can education system actors with supervisory responsibilities for schools, who are not necessarily literacy specialists, become effective literacy coaches? Using secondary data from a reading program in Nigeria, we use a fixed-effects regression framework to evaluate the relative effectiveness of external subject matter experts and system actors on teaching and learning outcomes. We find that in Nigeria, system actors are as effective at improving both program implementation and teacher performance as externally hired reading experts. Qualitative data from contrasting coaching models in Nigeria and Ghana provide insight into the reasons why school inspectors may be well-suited for coaching.
... The quality of teacher performance is the teachers" quality in carrying out their main tasks, that is education and learning. Programs that can improve teacher performance in teaching are the management of classroom management and continuous learning assessment [12]. A series of teacher performance in learning are: (1) preparing learning plans; (2) carrying out learning; (3) evaluating the learning process and results; and (4) organizing a follow-up learning program. ...
Previous studies have focused on individuals learning from observing a model to be able to produce the modeled behavior. However, there is a lack of studies emphasizing the perspective of being observed to understand the role of perceived value and stress when teachers act as a teaching model. To address this gap, the present study explored the correlates between teachers' teaching beliefs, perceived value, psychosocial stress, and continuous intention to be the observed teaching model in classroom observations. Data of 349 respondents were usefully collected, and confirmatory factor analysis with structural equation modeling was performed. Results showed that teachers' constructivist belief in teaching was positively related to perceived value of being observed and getting feedback, but was negatively related to psychosocial stress. Perceived value was positively related to continuous intention to be observed in future classroom observations, but perceived psychosocial stress was not significantly related to continuous intention. The results of this study can be applied to encourage those who are resistant to presenting their teaching experience in classroom observations.
The learning crisis in lower secondary education is profound. Evidence suggests that a structured pedagogy program that combines the distribution of teaching and learning materials with different interventions is an effective approach. Given a variety of possible combinations of interventions in a program, this study conducted a two-year-long experiment on additional interventions in a program for mathematics in El Salvador. The distribution of mathematics tests and workbooks were included to a program to strengthen support of teachers for students. The average one-year impact on mathematics learning is estimated at 0.17 standard deviations. The impact remained positive but became not statistically significant in the second year of research when the difference of interventions between the treatment and control groups disappeared.
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts.
An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. The top-performing students consistently benefited most. Classroom observations show that on-site coaching improved teaching practices, while virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
This mixed-methods evaluation estimates the impact of Nepal's School Sector Development Program (SSDP) trainings for secondary math and science teachers on teacher subject knowledge, teaching practices and student test scores and describes the strengths and weaknesses of the programs’ design and implementation. It combines a randomized control trial (RCT) of 203 schools in 16 districts with several qualitative
research components, including the collection of monitoring data, a “small N” study involving inperson interviews, and a “larger N” part qualitative, part quantitative study involving telephone interviews of teachers and trainers who participated in the SSDP trainings.
We find no evidence that the SSDP trainings for secondary math and science teachers raised student test scores. In fact, our main results allow us to rule out anything more than small positive effects, and in some cases we estimate statistically significant negative impacts. We find weak but suggestive evidence that any negative effects are largest for the students who were highest-performing at baseline. We thus conclude that Nepal’s policymakers should seek to improve teacher trainings or replace them with more effective interventions.
Various approaches of assessing instructional quality have emerged in educational research. In this article, we present two studies that apply the thin slices procedure, investigating the reliability and validity of the ratings of three dimensions of instructional quality based solely on the first impressions of untrained social observers. Thirty undergraduate students rated 30-s clips from English lessons (Study 1) and Math lessons (Study 2) regarding three quality dimensions. The findings suggest high reliability in these ratings. Multilevel confirmatory analyses suggested construct validity in terms of differentiation between the three dimensions of instructional quality. Finally, we found some overlap between the thin slices ratings of classroom management and constructive support with ratings of trained raters based on observations of full lessons, as well as students’ ratings of these dimensions. We discuss these results with respect to the potential of first impressions of untrained observers to measure instructional quality.
Little is known about the relations between principals’ effectiveness in specific leadership tasks and student achievement. The purpose of this study is to explore principal task effectiveness, as perceived by principals themselves and their senior management teams (SMTs), and to explore the associations between perceived principal task effectiveness and student achievement. This study employed an exploratory quantitative design using surveys to collect principal and SMT ratings of principal task effectiveness. In addition, grades from secondary school exit examination in Mathematics and English as a Second Language (ESL) were collected from all public secondary schools in the Maldives. An exploratory factor analysis was used to explore principal task dimensions. Hierarchical regressions were used to examine the predictive ability of principal task effectiveness and certain principal characteristics on student achievement. The analysis revealed five leadership task dimensions: School Management, Instructional Management, Teacher Quality, External Relations, and Program Development and Evaluation. The Teacher Quality dimension positively predicted student achievement in ESL. This research highlights the importance of principal task effectiveness and its link to student achievement. The findings have implications for principals’ preparation and professional learning.
Bu çalışmada; öğretmenlere yönelik yürütülen MG faaliyetlerinden yüksek nitelik gösterenlerin sahip oldukları özelliklerin yanı sıra; son derece etkili ve öğretmene değerli kazanımlar sağlayan işiçinde mesleki gelişim ve buna ilişkin yaklaşımların ardından ifade edilen unsurları temel alan bir model önerisi, buna ilişkin uygulama yönergesi geliştirilmesi amaçlanmıştır.
Bu araştırmanın temel amacı öğretmenlerin mesleki profesyonellik algıları ile mesleki statü, iş memnuniyeti ve öz yeterlik algıları arasındaki ilişkileri incelemektir. Ayrıca bu algılarının çeşitli demografik değişkenlere göre fark gösterip göstermediği belirlenmeye çalışılmıştır. Çalışma, nicel araştırma yöntemi benimsenerek betimsel, ilişkisel ve nedensel karşılaştırma modellerinde tasarlanmıştır. Araştırmanın katılımcı sayısını 2018-2019 eğitim-öğretim yılında Elazığ il merkezindeki ortaokullarda görev yapmakta olan 741 branş öğretmeni oluşturmaktadır. Araştırmada verileri toplamak amacıyla kişisel bilgi formunun yanısıra Öğretmenlerin Mesleki Profesyonellik Algı Ölçeği, Öğretmenlik Mesleği Statüsü Algı Ölçeği, İş memnuniyeti ölçeği ve Öğretmen Öz yeterlik Ölçeği kullanılmıştır. Araştırma verilerinin analizinde yüzde, frekans, ortalama, bağımsız örneklemler t testi, tek yönlü Anova testi ve Path analizinden yararlanılmıştır. Araştırmada elde edilen bulgulara göre öğretmenlerin mesleki profesyonellik, iş memuniyeti ve öz yeterlik algı düzeyleri yüksektir. Öğretmenlerin mesleki statü algılarının ise orta düzeyde olduğu belirlenmiştir. Öğretmenlerin mesleki profesyonellik algıları, mesleği tercih etme nedenine göre farklılaşmasına rağmen cinsiyete, mesleki kıdeme, mezuniyet durumlarına ve branşlarına göre farklılık göstermemektedir. Öğretmenlerin mesleki statü ve iş memnuniyeti algıları, mesleki kıdem ve mesleği tercih etme nedenine göre farklılaşmakta fakat cinsiyete, mezuniyet durumlarına ve branşlarına göre farklılık göstermemektedir. Öğretmenlerin öz yeterlik algıları ise mesleği tercih etme nedenine göre farklılaşmaktadır. Araştırmada öğretmenlerin mesleki profesyonellik algılarının, mesleki statü, iş memnuniyeti ve öz yeterlik algılarıyla ilişkili olduğu düşünülmüştür. Bu doğrultuda öğretmenlerin mesleki profesyonellik algıları ile mesleki statü algıları arasındaki doğrudan ilişkinin anlamlı olduğunu görülmüştür. Bu ilişkinin etki büyüklüğünün küçük olduğu belirlenmiştir. Öğretmenlerin mesleki profesyonellik algıları ile iş memnuniyeti algıları arasındaki doğrudan ilişkinin anlamlı ve orta düzeyde olduğu gözlenmiştir. Öğretmenlerin mesleki profesyonellik algıları ile öz yeterlik algıları arasındaki doğrudan ilişkinin de anlamlı ve büyük etkide olduğu ortaya çıkmıştır. Öğretmenlerin mesleki profesyonellikleri ile iş memnuniyeti arasındaki ilişkide öğretmenlerin mesleki statü algıları, kısmi aracılık etkisi göstermektedir. Sonuç olarak araştırma bulgularına göre öğretmenlerin mesleki profesyonelliklerinin; mesleki statü, iş memnuniyeti ve öz yeterlik algılarının önemli bir belirleyicisi olduğu tespit edilmiştir. Ayrıca bulgularda, algılanan mesleki statüyü arttırma yoluyla öğretmenlerin iş memnuniyetlerinin dolaylı olarak artacağı bulunmuştur. Böylece çalışma ile öğretmen profesyonelliğinin meslek üzerindeki önemli etkileri ortaya çıkarılmıştır. Bu önem göz önünde bulundurularak öğretmenlerin mesleki profesyonelliklerine ilişkin farkındalığın arttırılması ve öğretmenler için mesleki profesyonellik standartları oluşturulması önerilerinde bulunulabilir. Ayrıca çalışmada mesleki kıdemi fazla olan öğretmenlerin mesleki statü ve iş memnuniyeti algılarının mesleğe yeni başlayanlara göre daha düşük bulunması nedeniyle, deneyimli öğretmenler için mesleki profesyonelliğe yönelik destek programları geliştirilebilir. Anahtar kelimeler: Öğretmenlerin mesleki profesyonelliği, Mesleki statü, İş memnuniyeti, Öz yeterlik, Öğretmen, Algı
The main aim of this study was to examine the relationships among teacher professionalism and professional status, job satisfaction and self-efficacy. In addition, it was determined whether these perceptions differ according to various demographic variables. The study was designed in descriptive, correlational and causal comparative models by using quantitative research method. The participants of the study consisted of 741 teachers employed at secondary schools in the city center of Elazığ during 2018-2019 academic year. In the study, personal information form, Teacher Professionalism Scale, Teaching Profession Status Scale, Job Satisfaction Scale and Teacher Self-Efficacy Scale were used to collect the data. Descriptive statistics, bivariate correlations were calculated, and independent samples t test, one-way Anova test and Path analysis were used to analyses of the data. The descriptive statistics showed that professionalism, job satisfaction and self-efficacy perception levels of teachers were at a high level. Teachers' perceptions of professional status were found to be at a medium level. Teacher professionalism differed according to the reason to prefer the occupation variable. However, it did not differ according to gender, professional seniority, graduation and subject variables. It was also found that teachers' perceptions of professional status and job satisfaction differed according to seniority and the reason to prefer occupation variables; however, their perceptions did not differ according to gender, graduation and subject variables. Teachers' self-efficacy perceptions differed according to the reason to prefer the occupation variable. In the study, it was thought that teachers' perceptions of professionalism are related to their professional status, job satisfaction and self-efficacy perceptions. Accordingly, the direct relationship between teachers' perceptions of professionalism and their professional status perceptions was found to be significant. The effect size of this relationship was found to be small. It was found that the direct relationship between teachers' perceptions of professionalism and their job satisfaction perceptions was significant and at a medium level. It was also revealed that the direct relationship between teachers' perceptions of professionalism and their self-efficacy perceptions was significant and the effect size of this relationship was large. It was determined that in the relationship between teachers' occupational professionalism and job satisfaction, teachers' perceptions of professional status showed a partial mediation effect. According to the research findings, it was determined that professionalism perceptions of teachers were important predictors of their professional status, job satisfaction and self-efficacy perceptions. It was concluded that teachers' job satisfaction will increase indirectly by increasing the perceived professional status. As a result, the important effects of teacher professionalism on the occupation were revealed in this study. Taking this into consideration, it can be suggested to raise awareness of teachers' occupational professionalism and to establish occupational professional standards for teachers. Because professional status and job satisfaction perceptions of teachers with more seniority were found to be lower than the teachers with lower professional seniority, it can be suggested to develop training courses for experienced teachers on occupational professionalism. Key words: Teacher professionalism, Status of profession, Job satisfaction, Self efficacy, Teacher, Perception
Empowerment of Human Resources (HR) is directed to increase HR participation in organizations and increase productivity. The results of various studies show that HR is a determinant of productivity. HR in the field of education can be grouped into three groups, namely the principal, teachers, and TAS. School competitiveness is also determined by the human resources it has. This research was conducted in a pesantren-based Junior High School (SMP) in East Java. The schools which are the research sites are: (1) SMP Insan Terpadu Probolinggo; (2) SMP Assa’adah Gresik; dan (3) SMP An Nur Bululawang Malang. This research refers to the Model of Empowerment of Islamic Boarding School-Based Human Resources Empowerment with Soft System Methodology Approach that has been designed. Researchers take quantitative measurements of the variables that impact the existence of the model. The variables measured were six variables, namely: learning leadership, change leadership, spiritual leadership, school culture, professional ethics, and teacher teaching performance. The method to be used is quantitative research. Measurement of the six variables is using a questionnaire instrument. The analysis that will be used is descriptive and regression analysis. Based on the results of data analysis, it can be concluded that there is a significant influence of learning leadership, change leadership, spiritual leadership, school culture, and professional ethics on the teaching performance of pesantren-based junior high schools in East Java.
Abstrak: Pemberdayaan sumber daya manusia (SDM) diarahkan untuk meningkatkan partisipasi SDM dalam organisasi dan meningkatkan produktivitas. Hasil berbagai studi menunjukkan bahwa SDM merupakan faktor penentu produktivitas. SDM bidang pendidikan tataran sekolah dapat dikelompokkan menjadi tiga, yaitu kepala sekolah, guru, dan TAS. Daya saing sekolah juga ditentukan oleh SDM yang dimiliki. Penelitian ini dilaksanakan di SMP berbasis pesantren di Jawa Timur. Sekolah yang menjadi tempat penelitian ialah: (1) SMP Insan Terpadu Probolinggo; (2) SMP Assa’adah Gresik; dan (3) SMP An Nur Bululawang Malang. Penelitian ini mengacu pada rancangan Model Pemberdayaan Sumber Daya Manusia Sekolah Menengah Pertama Berbasis Pesantren dengan Pendekatan Soft System Methodology. Peneliti melakukan pengukuran secara kuantitatif terhadap variabel yang menjadi dampak adanya model tersebut. Adapun variabel yang diukur ada enam variabel, yaitu: kepemimpinan pembelajaran, kepemimpinan perubahan, kepemimpinan spiritual, budaya sekolah, etika profesi, dan kinerja mengajar guru. Metode yang akan digunakan adalah penelitian kuantitatif. Pengukuran terhadap keenam variabel tersebut adalah dengan instrumen angket. Analisis yang akan digunakan adalah analisis deskriptif dan regresi. Berdasarkan hasil analisis data dapat disimpulkan ada pengaruh yang signifikan kepemimpinan pembelajaran, kepemimpinan perubahan, kepemimpinan spiritual, budaya sekolah, dan etika profesi terhadap kinerja mengajar guru Sekolah Menengah Pertama (SMP) berbasis pesantren di Jawa Timur.
We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule
that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math,
language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos
were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial
classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation
higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with
higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences
in teacher quality.
The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.]
The extensive investigation of the contribution of teachers to student achievement produces two generally accepted results. First, there is sub stantial variation in teacher quality as measured by the value added to achievement or future aca demic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation in teacher quality so measured, with the exception of early experience. Together these findings underscore explicitly that observed teacher characteristics do not represent teacher quality.
Even as research has begun to document that teachers matter, there is less certainty about what attributes of teachers make the most difference in raising student achievement. Numerous studies have estimated the relationship between teachers' characteristics, such as work experience and academic performance, and their value-added to student achievement; but, few have explored whether instructional practices predict student test score gains. In this study, we ask what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts from those with lower impact. In so doing, the study also explores to what extent value-added measures signal differences in instructional quality. Even with the small sample used in our analysis, we find consistent evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers. Teachers in the fourth (top) quartile according to value-added scores score higher than second-quartile teachers on all 16 elements of instruction that we measured, and the differences are statistically significant for a subset of practices including explicit strategy instruction.
Students in developing countries are often taught for only a fraction of the intended number of school hours. Time is often
wasted due to informal school closures, teacher absenteeism, delays, early departures, and poor use of classroom time. Since
the 1970s, attempts have been made in several countries to measure the use of instructional time in schools and its impact
on student achievement. Studies have been of variable quality and have used different definitions and methods. However, they
have consistently shown that significant amounts of time are lost and that the amount of time spent engaged in learning tasks
is related to student performance. The large losses in many countries raise issues of governance, monitoring, and validity
of economic analyses. It is important to take instructional time wastage into account when considering public sector expenditures
on education, teacher salary rates, unit costs, and the rates of return from graduates. Refining time-loss measurement methods
and disseminating policy implications may improve the efficiency of educational systems worldwide.
We outline a framework for causal inference in settings where assignment to a binary treatment is ignorable, but compliance with the assignment is not perfect so that the receipt of treatment is nonignorable. To address the problems associated with comparing subjects by the ignorable assignment - an "intention-to-treat analysis" - we make use of instrumental variables, which have long been used by economists in the context of regression models with constant treatment effects. We show that the instrumental variables (IV) estimand can be embedded within the Rubin Causal Model (RCM) and that under some simple and easily interpretable assumptions, the IV estimand is the average causal effect for a subgroup of units, the compliers. Without these assumptions, the IV estimand is simply the ratio of intention-to-treat causal estimands with no interpretation as an average causal effect. The advantages of embedding the IV approach in the RCM are that it clarifies the nature of critical assumptions needed for a causal interpretation, and moreover allows us to consider sensitivity of the results to deviations from key assumptions in a straightforward manner. We apply our analysis to estimate the effect of veteran status in the Vietnam era on mortality, using the lottery number that assigned priority for the draft as an instrument, and we use our results to investigate the sensitivity of the conclusions to critical assumptions.
Intestinal helminths—including hookworm, roundworm, whipworm, and schistosomiasis—infect more than one-quarter of the world's population. Studies in which medical treatment is randomized at the individual level potentially doubly underestimate the benefits of treatment, missing externality benefits to the comparison group from reduced disease transmission, and therefore also underestimating benefits for the treatment group. We evaluate a Kenyan project in which school-based mass treatment with deworming drugs was randomly phased into schools, rather than to individuals, allowing estimation of overall program effects. The program reduced school absenteeism in treatment schools by one-quarter, and was far cheaper than alternative ways of boosting school participation. Deworming substantially improved health and school participation among untreated children in both treatment schools and neighboring schools, and these externalities are large enough to justify fully subsidizing treatment. Yet we do not find evidence that deworming improved academic test scores.
The emergence of large longitudinal data sets linking students to teachers has led to rapid growth in the study of teacher effects on student outcomes by economists over the past decade. One large literature has documented wide variation in teacher effectiveness that is not well explained by observable student or teacher characteristics. A second literature has investigated how educational outcomes might be improved by leveraging teacher effectiveness through processes of recruitment, assignment, compensation, evaluation, promotion, and retention. These two lines of inquiry are closely tied; the first tells us about the importance of individual teachers, and the second tells us how this information can be used in policy and practice. We review the most recent findings in economics on the importance of teachers and on teacher-related policies aimed at improving educational production.
Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement.
Although many recognize that social and behavioral skills play an important role in educational stratification, no studies have attempted to estimate teachers’ effects on these outcomes. Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), the authors estimate teacher effects on social and behavioral skills as well as on academic achievement. Teacher effects on social and behavioral skill development are sizeable, and are somewhat larger than teacher effects on academic development. Because—as is shown here—social and behavioral skills have a positive effect on the growth of academic skills in the early elementary grades, the teachers who are good at enhancing social and behavioral skills provide an additional indirect boost to academic skills in addition to their direct teaching of academic skills. Like previous studies, the authors find that observable characteristics of teachers and the instructional approaches utilized in their classrooms are weak predictors of teacher effects. However, the present results suggest that the teachers who produce better than average academic results are not always the same teachers who excel in enhancing social and behavioral skills.
Propensity score matching estimators (Rosenbaum and Rubin, 1983) are widely used in evaluation research to estimate average treatment effects. In this article, we derive the large sample distribution of propensity score matching estimators. Our derivations take into account that the propensity score is itself estimated in a first step, prior to matching. We prove that first step estimation of the propensity score affects the large sample distribution of propensity score matching estimators. Moreover, we derive an adjustment to the large sample variance of propensity score matching estimators that corrects for first step estimation of the propensity score. In spite of the great popularity of propensity score matching estimators, these results were previously unavailable in the literature.
We show that a short-term (31 day) reading program, designed to provide age-appropriate reading material, to train to teachers in their use, and to support teachers’ initial efforts for about a month improves students’ reading skills by 0.13 standard deviations. The effect is still present three months after the program but diminishes to 0.6 standard deviations, probably due to a reduced emphasis on reading after the program. We find that the program also encourages students to read more on their own at home, but find no evidence that improved reading ability improves test scores on other subjects.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n = 2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher–child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development.
We used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated teacher effects during a pre-experimental period, we used these estimates to predict student achievement following random assignment of teachers to classrooms. While all of the teacher effect estimates we considered were significant predictors of student achievement under random assignment, those that controlled for prior student test scores yielded unbiased predictions and those that further controlled for mean classroom characteristics yielded the best prediction accuracy. In both the experimental and non-experimental data, we found that teacher effects faded out by roughly 50 percent per year in the two years following teacher assignment.
Teacher quality is widely believed to be important for education, despite little evidence that teachers' credentials matter for student achievement. To accurately measure variation in achievement due to teachers' characteristics-both observable and unobservable-it is essential to identify teacher fixed effects. Unlike previous studies, I use panel data to estimate teacher fixed effects while controlling for fixed student characteristics and classroom specific variables. I find large and statistically significant differences among teachers: a one standard deviation increase in teacher quality raises reading and math test scores by approximately .20 and .24 standard deviations, respectively, on a nationally standardized scale. In addition, teaching experience has statistically significant positive effects on reading test scores, controlling for fixed teacher quality.
Information, Role Models and Perceived Returns to Education: Experimental Evidence from Madagascar
- Village-Based Schools Afghanistan
- Dana Burde
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Village-based schools
Afghanistan
Burde, Dana and Leigh Linden. "The Effect of Village-Based Schools: Evidence from a Randomized Controlled Trial
in Afghanistan." Working Paper, May 2012.
Providing earnings information
Madagascar
Nguyen, Trang. "Information, Role Models and Perceived Returns to Education: Experimental Evidence from
Madagascar." Working Paper, January 2008.
Textbooks for top quintile
Kenya
Glewwe, Paul, Michael Kremer, and Sylvie Moulin. 2009. "Many Children Left Behind? Textbooks and Test Scores
in Kenya." American Economic Journal: Applied Economics (1) 1: 112-135.
How to Teach English in India: Testing the Relative Productivity of Instruction Methods within the Pratham English Language Education Program. Integrating computer-assisted learning into a regular curriculum
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India
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Remedying Education (India) -Banerjee et al. (2007)
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Outcomes? (Beijing, China) -Lai et al. (2011)
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Study Name
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Girls Scholarships
Kenya
Kremer, Michael, Edward Miguel, and Rebecca Thornton. 2009. "Incentives to Learn." The Review of Economics
and Statistics 91 (3): 437-456.
Improving Reading Skills by Encouraging Children to Read: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines
- Village-Based Schools Afghanistan
- Dana Burde
- Leigh Linden
Village-based schools
Afghanistan
Burde, Dana and Leigh Linden. "The Effect of Village-Based Schools: Evidence from a Randomized Controlled Trial
in Afghanistan." Working Paper, May 2012.
Providing earnings information
Madagascar
Nguyen, Trang. "Information, Role Models and Perceived Returns to Education: Experimental Evidence from
Madagascar." Working Paper, January 2008.
Textbooks for top quintile
Kenya
Glewwe, Paul, Michael Kremer, and Sylvie Moulin. 2009. "Many Children Left Behind? Textbooks and Test Scores
in Kenya." American Economic Journal: Applied Economics (1) 1: 112-135.
Read-a-thon
Philippines
Abeberese, Ama Baafra, Todd Kumler, and Leigh Linden. "Improving Reading Skills by Encouraging Children to
Read: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines." Working Paper, June
2012.
Individually-paced computer assisted learning
India
Banerjee, Abhijit, Shawn Cole, Esther Duflo, and Leigh Linden. 2007. "Remedying Education: Evidence from Two
Randomized Experiments in India."The Quarterly Journal of Economics 122(3):1235-1264.
Extra contract teacher + streaming
Kenya
Duflo, Esther, Pascaline Dupas, and Michael Kremer. 2011. "Peer Effects, Teacher Incentives, and the Impact of
Tracking: Evidence from a Randomized Evaluation in Kenya." American Economic Review 101 (August 2011):
1739-1774.