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Measuring the Quality of Teaching and Teacher Training in Low-Income Settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Measuring the Quality of Teaching and Teacher Training in Low-Income Settings./
作者:	Popova, Anna.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	182 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28912182
ISBN:	9798762116046

Measuring the Quality of Teaching and Teacher Training in Low-Income Settings.
Popova, Anna.

Measuring the Quality of Teaching and Teacher Training in Low-Income Settings. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 182 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ph.D.)--Stanford University, 2021.

This item must not be sold to any third party vendors.

Despite increases in access to education in recent decades, student learning remains a huge challenge, with 250 million children around the world still unable to read or write (UNESCO 2015). Controlling for socioeconomic factors, teaching is well established as the most important school-based determinant of student learning (Hanushek and Rivkin 2010). High quality teaching is able to offset the learning shortfalls of marginalized students and improve long-term outcomes, such as university graduation rates and wages (Chetty, Friedman, and Rockoff 2014a; 2014b). However, many teachers in developing countries are under-prepared, lacking the knowledge and skills to support student learning (Bold et al. 2017). Beyond the simple knowledge that good teachers are important, it is imperative that policymakers understand which specific teaching practices most contribute to student learning and how to develop these through teacher training.This dissertation measures the quality of teaching practices and of professional development (PD) programs intended to improve teaching and thereby student learning in several low-income settings. Each chapter employs rigorous quantitative methodology to identify causal impacts teaching and teacher training so as to inform the design of future PD programs.Prior literatureResearch consistently shows that effective teaching is the most important schoolbased determinant of student learning (Hanushek & Rivkin 2010). In the United States, the difference between a weak teacher and a great teacher can equal up to a full year of student learning (Aronson, Barrow, and Sanders 2003; Rockoff 2004; Rivkin, Hanushek and Kain 2005; Hanushek and Rivkin 2010). Similarly, the difference between a high and low quality teacher amounts to a difference of 0.36 standard deviations (SDs) in student test scores in Uganda (Buhl-Wiggers et al. 2017), and a 0.54 SD difference in Pakistan (Bau and Das 2017), for example. Several consecutive years of effective teaching have been found to offset the learning shortfalls of marginalized students (Hanushek and Rivkin 2 2006; Hanushek and Rivkin 2010; Chetty, Friedman, and Rockoff 2014a). Studies also find that teacher quality significantly improves long-term outcomes, such as university graduation rates and wages (Chetty, Friedman, and Rockoff 2014b).Unfortunately, researchers have found that a large proportion of teachers in lowincome contexts are ill-prepared for teaching, and exhibit weak cognitive skills and ineffective classroom practice, often in spite of high levels of formal education (Ball 2000; Behrman, Ross, and Sabot 2008; Bruns and Luque 2015; Tandon and Fukao 2015; Bold et al. 2017). For example, across seven African countries, only seven percent of fourth-grade teachers have the minimum knowledge necessary to teach language (Bold et al. 2017).The principal tool that countries across the income spectrum use to improve the knowledge and skills of their practicing teachers is professional development, which refers to on-the-job training activities. However, few teacher PD programs are rigorously evaluated, and among those that are, the evidence of their effectiveness is wildly mixed. There have been no large-scale randomized evaluations of K-12 teacher PD programs on student achievement in developing countries, and high-quality evidence from developed countries is also limited.

ISBN: 9798762116046Subjects--Topical Terms:

517098
Teaching.

Measuring the Quality of Teaching and Teacher Training in Low-Income Settings.
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