Kooperativer Bibliotheksverbund

UID:

Format: x, 241 pages : , illustrations ; , 1 CD-ROM (4 3/4 in.) , 26 cm. +

Edition: 1st ed.

ISBN: 1-280-08400-6 , 9786610084005 , 0-585-47639-X

Series Statement: World Bank e-Library.

Note: Bibliographic Level Mode of Issuance: Monograph , Intro -- CONTENTS -- Acknowledgments -- Acronyms -- Executive Summary -- Chapter 1. The Global Challenge of Education for All -- Chapter 3. What Will It Take to Achieve Universal Primary Completion by 2015? -- Chapter 4. Costing the MDG of Universal Primary Completion -- Chapter 5. Implications for Countries and Donors -- Bibliography -- Technical Annexes -- BOXES -- TABLES -- FIGURES. , English

Additional Edition: ISBN 0-8213-5345-4

Language: English

Keywords: Konferenzschrift

URL: Volltext

URL: Volltext  (Deutschlandweit zugänglich)

URL: http://elibrary.worldbank.org/doi/book/10.1596/0-8213-5345-4

UID:

Format: xvi, 251 pages : , illustrations ; , 23 cm.

ISBN: 9780821386798 (alk. paper) , 9780821386804

Series Statement: Human development perspectives

Additional Edition: Print Version: ISBN 9780821386798

Language: English

URL: http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8679-8

URL: Volltext

URL: Volltext  (Deutschlandweit zugänglich)

URL: Volltext  (kostenfrei)

URL: kostenfrei

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (44 pages)

Series Statement: Policy research working papers.

Content: This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers' effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 secondary schools, teachers were provided with benchmarked feedback from classroom observations and access to expert coaching. Schools' uptake of the coaching program was high (85 percent). Over a single school year, the program increased teachers' time on instruction and student engagement and produced statistically significant gains in student learning on the Ceara state assessment and the national secondary school exit exam. Controlling for individual students' prior-year learning outcomes, schools exposed to the program had 0.05-0.09 standard deviation higher performance on the state test and 0.04-0.06 standard deviation higher scores on the national test. Implementation fidelity strongly boosted program impacts. In the 49 schools where the pedagogical coordinators achieved the highest certification at the end of the program, student scores were 0.13-0.23 standard deviation higher on the state test and 0.13-0.17 standard deviation higher on the national test. Coaching delivered by Skype kept the costs of the program low, USD 2.40 per student, and produced cost-effective impacts on learning in comparison with other rigorously evaluated teacher training interventions. The combination of classroom observation feedback and expert coaching appears to be a promising strategy for whole-school efforts to raise teacher effectiveness.

Additional Edition: ISBN 88-926-8650-X

Language: English

DOI: 10.1596/1813-9450-8156

URL: Volltext  (Deutschlandweit zugänglich)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (372 pages)

ISBN: 9781464801525

Series Statement: Latin American Development Forum

Content: The seven million teachers of Latin America and the Caribbean (LAC) are the critical actors in the region's efforts to improve education quality and raise student learning levels, which lag far behind those of OECD countries and East Asian countries such as China. This book documents the high economic stakes around teacher quality, benchmarks the current performance of LAC's teachers, and delineates the key issues. These include low standards for entry into teacher training, poor quality training programs that are detached from the realities of the classroom, unattractive career incentives, and weak support for teachers once they are on the job. New research conducted for this report in close to 15,000 classrooms in seven different LAC countries - the largest cross-country study of this kind to date - provides a first-ever insight into how the region's teachers perform inside the classroom. It documents that the average teacher in LAC loses the equivalent of one day of instructional time per week because of inadequate preparation, excessive time on administration (taking attendance, passing out papers) and a surprisingly high share of time physically absent from the classrooms where they should be teaching. Teachers also make limited use of available learning materials, espcially those using information and communications technology (ICT), and are unable to keep the majority of their students engaged. The book sets out the three priority lines of reform needed to produce great teachers in LAC: policies to recruit better teachers; programs to groom teachers and improve their skills once they are in service; and stronger incentives to motivate teachers to perform their best throughout their career. In every area, the book distills the latest evidence from inside and outside the region to provide practical guidance to policymakers in the design of effective programs and sustainable reforms. A final chapter analyzes the politics of recent major teacher reforms in Chile, Peru, Ecuador and Mexico, chronicling the prominent role of teachers' unions and the political and communications strategies that have underpinned successful reforms.

Additional Edition: Print Version: ISBN 9781464801518

Language: English

URL: http://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-0151-8

URL: Volltext

URL: Volltext  (Deutschlandweit zugänglich)

URL: Volltext  (kostenfrei)

UID:

Format: 1 Online-Ressource (xxviii, 156 p) , ill

ISBN: 0821388541 , 9780821388549

Series Statement: Directions in development. Human development

Content: An evaluation of Brazil's educational policies and the advances in basic education over the past 15 years as well as recommendations for future advances

Note: Includes bibliographical references

Language: English

DOI: 10.1596/978-0-8213-8854-9

URL: Volltext  (kostenfrei)

URL: Volltext  (Deutschlandweit zugänglich)

UID:

Format: xxviii, 156 pages : , illustrations ; , 23 cm.

ISBN: 0821388541 , 9780821388549

Series Statement: Directions in development. Human development

Content: An evaluation of Brazil's educational policies and the advances in basic education over the past 15 years as well as recommendations for future advances.

Additional Edition: Print Version: ISBN 9780821388549

Language: English

URL: http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8854-9

UID:

Format: 1 Online-Ressource (x, 241 Seiten) , ill , 1 CD-ROM (4 3/4 in.) , 26 cm

Edition: Online-Ausg

ISBN: 0821353454

Note: Includes bibliographical references (p. 127-130)

Language: English

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: xvi, 251 pages : , illustrations ; , 23 cm.

Edition: 1st ed.

ISBN: 1-283-01632-X , 9786613016324 , 0-8213-8680-8

Series Statement: Human development perspectives

Content: This book is about the threats to education quality in the developing world that cannot be explained by lack of resources. It reviews the observed phenomenon of service delivery failures in public education: cases where programs and policies increase the inputs to education but do not produce effective services where it counts - in schools and classrooms. It documents what we know about the extent and costs of such failures across low and middle-income countries. And it further develops the conceptual model posited in the World Development Report 2004: that a root cause of low-quality and ineq

Note: Description based upon print version of record. , Contents; Foreword; Acknowledgments; About the Authors; Abbreviations; Chapter 1: Motivation and Framework; Figures; Tables; Chapter 2: Information for Accountability; Boxes; Chapter 3: School-Based Management; Chapter 4: Making Teachers Accountable; Chapter 5: Making Schools Work through Accountability Reforms , English

Additional Edition: ISBN 0-8213-8679-4

Language: English

UID:

Format: 1 online resource (372 pages)

Edition: 1st ed.

ISBN: 1-4648-0152-5

Series Statement: Latin American Development Forum

Content: The seven million teachers of Latin America and the Caribbean (LAC) are the critical actors in the region's efforts to improve education quality and raise student learning levels, which lag far behind those of OECD countries and East Asian countries such as China. This book documents the high economic stakes around teacher quality, benchmarks the current performance of LAC's teachers, and delineates the key issues. These include low standards for entry into teacher training, poor quality training programs that are detached from the realities of the classroom, unattractive career incentives, and weak support for teachers once they are on the job. New research conducted for this report in close to 15,000 classrooms in seven different LAC countries - the largest cross-country study of this kind to date - provides a first-ever insight into how the region's teachers perform inside the classroom. It documents that the average teacher in LAC loses the equivalent of one day of instructional time per week because of inadequate preparation, excessive time on administration (taking attendance, passing out papers) and a surprisingly high share of time physically absent from the classrooms where they should be teaching. Teachers also make limited use of available learning materials, espcially those using information and communications technology (ICT), and are unable to keep the majority of their students engaged. The book sets out the three priority lines of reform needed to produce great teachers in LAC: policies to recruit better teachers; programs to groom teachers and improve their skills once they are in service; and stronger incentives to motivate teachers to perform their best throughout their career. In every area, the book distills the latest evidence from inside and outside the region to provide practical guidance to policymakers in the design of effective programs and sustainable reforms. A final chapter analyzes the politics of recent major teacher reforms in Chile, Peru, Ecuador and Mexico, chronicling the prominent role of teachers' unions and the political and communications strategies that have underpinned successful reforms.

Note: Description based upon print version of record. , ""Cover""; ""Contents""; ""Foreword""; ""Acknowledgments""; ""About the Authors and Contributors""; ""Abbreviations""; ""Overview""; ""Why teachers matter""; ""LAC's teachers inside the classroom""; ""Recruiting better teachers""; ""Grooming great teachers""; ""Motivating teachers to perform""; ""Managing the politics of teacher reform""; ""Note""; ""References""; ""Chapter 1: How Good Are Teachers in the Region?""; ""How are LAC education systems performing?""; ""What drives student learning?""; ""What makes teachers effective?""; ""Who are LAC's teachers?""; ""Conclusions""; ""Notes"" , ""References""""Chapter 2: Inside the Classroom in Latin America and the Caribbean""; ""LAC classroom observation sample""; ""Observation method and instrument""; ""What are we learning from classroom observations in LAC?""; ""Conclusions""; ""Notes""; ""References""; ""Chapter 3: Recruiting Better Teachers""; ""Raising the selectivity of teacher education""; ""Raising the quality of teacher education""; ""Raising hiring standards""; ""Recruiting better teachers over the next decade""; ""Conclusions""; ""Notes""; ""References""; ""Chapter 4: Grooming Great Teachers"" , ""Teacher induction and probationary periods""""Teacher evaluation""; ""In-service training""; ""Grooming teachers through school leadership""; ""Challenge and promise of information technology""; ""Conclusions""; ""Notes""; ""References""; ""Chapter 5: Motivating Teachers to Perform""; ""What motivates teachers?""; ""Professional rewards""; ""Accountability pressure""; ""Financial incentives""; ""Conclusions""; ""Notes""; ""References""; ""Chapter 6: Managing the Politics of Teacher Reform""; ""Education policies through the lens of teachers' interests""; ""Sources of union power"" , ""Political dynamics of education reform: Four recent cases""""Conclusions""; ""Notes""; ""References""; ""Index""; ""A""; ""B""; ""C""; ""D""; ""E""; ""F""; ""G""; ""H""; ""I""; ""J""; ""K""; ""L""; ""M""; ""N""; ""O""; ""P""; ""Q""; ""R""; ""S""; ""T""; ""U""; ""V""; ""W""; ""Y""; ""Boxes""; ""1.1 Math and reading skills as measured on PISA""; ""2.1 How the Stallings Classroom Snapshot works""; ""2.2 Explaining learning improvements in Mexico, D.F.""; ""2.3 Innovations in system monitoring: Digitized Stallings observations""; ""3.1 How top education systems attract talented teachers"" , ""3.2 Pupil-teacher ratio and average class size""""4.1 Raising teacher quality through rigorous induction in Rio de Janeiro""; ""4.2 Measuring teacher quality with classroom observation instruments""; ""4.3 Teacher evaluation in Singapore""; ""4.4 Raising quality through teacher evaluation in Washington, DC""; ""4.5 Colombia's Escuela Nueva""; ""4.6 Rio de Janeiro's Educopedia""; ""5.1 Fair comparisons of school performance: The design of Chile's Sistema Nacional de Evaluación del Desempeño (SNED)""; ""Figures"" , ""0.1 Cognitive skills and long-term economic growth across regions, 1960�2000"" , English

Additional Edition: ISBN 1-322-26986-6

Additional Edition: ISBN 1-4648-0151-7

Language: English

UID:

Format: 1 online resource (44 pages)

Series Statement: Policy research working papers.

Content: This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers' effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 secondary schools, teachers were provided with benchmarked feedback from classroom observations and access to expert coaching. Schools' uptake of the coaching program was high (85 percent). Over a single school year, the program increased teachers' time on instruction and student engagement and produced statistically significant gains in student learning on the Ceara state assessment and the national secondary school exit exam. Controlling for individual students' prior-year learning outcomes, schools exposed to the program had 0.05-0.09 standard deviation higher performance on the state test and 0.04-0.06 standard deviation higher scores on the national test. Implementation fidelity strongly boosted program impacts. In the 49 schools where the pedagogical coordinators achieved the highest certification at the end of the program, student scores were 0.13-0.23 standard deviation higher on the state test and 0.13-0.17 standard deviation higher on the national test. Coaching delivered by Skype kept the costs of the program low, USD 2.40 per student, and produced cost-effective impacts on learning in comparison with other rigorously evaluated teacher training interventions. The combination of classroom observation feedback and expert coaching appears to be a promising strategy for whole-school efforts to raise teacher effectiveness.

Additional Edition: ISBN 88-926-8650-X

Language: English

DOI: 10.1596/1813-9450-8156