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  • 1
    UID:
    almafu_9958955371202883
    Format: 1 online resource (70 pages)
    Series Statement: Policy research working papers.
    Content: This paper evaluates the learning impact of different teacher training methods using a random controlled trial implemented in 70 state schools in Buenos Aires, Argentina. A control group receiving standard teacher training was compared with two alternative treatment arms: providing a structured curriculum unit or receiving both the unit and weekly coaching. Following a 12-week intervention, there are substantial learning gains for students whose teachers were trained using structured curriculum units, as well as for those whose teachers received coaching (between 55 percent and 64 percent of a standard deviation more than those students in the control group). Coaching teachers does not appear to be cost-effective, as the unit cost per 0.1 standard deviation is more than twice the cost of using only the structured curriculum unit. However, additional coaching is particularly beneficial for inexperienced teachers with less than two years of teaching Science. Coaching teachers also showed specific gains for girls, who both learned and declared to enjoy science lessons more. Higher-performing students especially benefited from both interventions, with students from coached teachers performing particularly well in harder questions. Using structured curriculum units and providing coaching also affected teacher perceptions: teachers expressed that they enjoyed teaching Science more and taught more hours of Science, and that their students developed more skills. Results from a follow-up survey suggest persistent change in teacher practice, with the vast majority reporting using the structured curriculum unit one year after the intervention.
    Language: English
    URL: Volltext  (kostenfrei)
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  • 2
    UID:
    gbv_1040814727
    Format: 1 Online-Ressource (circa 70 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8594
    Content: This paper evaluates the learning impact of different teacher training methods using a random controlled trial implemented in 70 state schools in Buenos Aires, Argentina. A control group receiving standard teacher training was compared with two alternative treatment arms: providing a structured curriculum unit or receiving both the unit and weekly coaching. Following a 12-week intervention, there are substantial learning gains for students whose teachers were trained using structured curriculum units, as well as for those whose teachers received coaching (between 55 percent and 64 percent of a standard deviation more than those students in the control group). Coaching teachers does not appear to be cost-effective, as the unit cost per 0.1 standard deviation is more than twice the cost of using only the structured curriculum unit. However, additional coaching is particularly beneficial for inexperienced teachers with less than two years of teaching Science. Coaching teachers also showed specific gains for girls, who both learned and declared to enjoy science lessons more. Higher-performing students especially benefited from both interventions, with students from coached teachers performing particularly well in harder questions. Using structured curriculum units and providing coaching also affected teacher perceptions: teachers expressed that they enjoyed teaching Science more and taught more hours of Science, and that their students developed more skills. Results from a follow-up survey suggest persistent change in teacher practice, with the vast majority reporting using the structured curriculum unit one year after the intervention
    Additional Edition: Erscheint auch als Druck-Ausgabe Albornoz, Facundo Training to Teach Science: Experimental Evidence from Argentina Washington, D.C : The World Bank, 2018
    Language: English
    Keywords: Graue Literatur
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 3
    UID:
    gbv_1832934594
    Format: 350 Seiten , Illustrationen , 23 cm
    Edition: 1a ed.
    ISBN: 9789878010939 , 9878010937
    Series Statement: Colección Educación que aprende
    Content: "¿Cuánto tiempo hemos dedicado a estudiar y hasta a enseñar temas que no terminamos de entender? ¿A repetir "como loros"? ¿Cuánto del trabajo escolar está dedicado a producir conocimiento inerte, ese que queda en el arcón de la memoria pero luego no logramos usar? ¿Y qué podemos hacer para evitarlo? ¿Cómo aprovechar los muchos años en que tenemos a chicas, chicos, adolescentes y jóvenes en la educación formal? ¿Cómo darles herramientas y despertarles el deseo y la voluntad para seguir aprendiendo durante toda la vida? En definitiva: ¿cómo enseñar distinto? Con la meta en el aprendizaje profundo, Enseñar distinto propone un recorrido sustancioso que abarca tanto los grandes desafíos como las situaciones del día a día de los educadores de todos los niveles; un recorrido lleno de estrategias y ejemplos que traducen un sólido conocimiento del campo teórico en consejos de enseñanza. Paso a paso, enfoca qué enseñar, cómo priorizar contenidos, cómo motivar a los estudiantes y planificar secuencias que les den protagonismo. Hacer buenas preguntas y crear rutinas de pensamiento son premisas fundamentales en este camino, así como promover la metacognición y ofrecer un feedback valioso. Para llegar a puerto, por fin, no es posible eludir la evaluación tan temida; la buena noticia es que, bien pensada, es una excelente aliada para el aprendizaje. Con una mirada creativa y sensata, rigurosa y fresca, la reconocida experta en formación docente Melina Furman abre el puño y nos regala un enorme tesoro de herramientas concretas para potenciarnos como docentes transformadores. Buscando enseñar distinto a como enseñábamos ayer, en un camino de mejora continua. Desde donde estamos, con lo que sabemos y con lo que tenemos. Para que, desde ahí, podamos ir mucho más lejos." --Descripción del editor
    Note: Incluye referencias bibliográficas (p. [341]-350) , Hier auch später erschienene, unveränderte Nachdrucke , Prólogo / Axel Rivas -- Este libro (y esta colección) -- 1. Miramos hacia el futuro -- 2. El aprendizaje profundo como meta educativa -- 3. Menos es más: priorizar contenidos para generar aprendizaje profundo -- 4. La motivación como motor del aprendizaje -- 5. Planificar el camino hacia el aprendizaje profundo -- 6. Preguntas que invitan a aprender -- 7. Generar una cultura del pensamiento -- 8. Metacognición: el superpoder de aprender durante toda la vida -- 9. La evaluación como fuerza poderosa para innovar -- 10. El secreto del buen feedback -- Epílogo. Pensar con otros en comunidad.
    Language: Spanish
    URL: Cover
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  • 4
    Book
    Book
    Buenos Aires : Aique Grupo Ed.
    UID:
    gbv_646011472
    Format: 271 S. , Ill.
    Edition: 1. ed., 1. reimpr.
    ISBN: 9789870601845
    Series Statement: Nueva carrera docente
    Language: Spanish
    URL: Cover
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  • 5
    UID:
    edoccha_9958955371202883
    Format: 1 online resource (70 pages)
    Series Statement: Policy research working papers.
    Content: This paper evaluates the learning impact of different teacher training methods using a random controlled trial implemented in 70 state schools in Buenos Aires, Argentina. A control group receiving standard teacher training was compared with two alternative treatment arms: providing a structured curriculum unit or receiving both the unit and weekly coaching. Following a 12-week intervention, there are substantial learning gains for students whose teachers were trained using structured curriculum units, as well as for those whose teachers received coaching (between 55 percent and 64 percent of a standard deviation more than those students in the control group). Coaching teachers does not appear to be cost-effective, as the unit cost per 0.1 standard deviation is more than twice the cost of using only the structured curriculum unit. However, additional coaching is particularly beneficial for inexperienced teachers with less than two years of teaching Science. Coaching teachers also showed specific gains for girls, who both learned and declared to enjoy science lessons more. Higher-performing students especially benefited from both interventions, with students from coached teachers performing particularly well in harder questions. Using structured curriculum units and providing coaching also affected teacher perceptions: teachers expressed that they enjoyed teaching Science more and taught more hours of Science, and that their students developed more skills. Results from a follow-up survey suggest persistent change in teacher practice, with the vast majority reporting using the structured curriculum unit one year after the intervention.
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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  • 6
    UID:
    edocfu_9958955371202883
    Format: 1 online resource (70 pages)
    Series Statement: Policy research working papers.
    Content: This paper evaluates the learning impact of different teacher training methods using a random controlled trial implemented in 70 state schools in Buenos Aires, Argentina. A control group receiving standard teacher training was compared with two alternative treatment arms: providing a structured curriculum unit or receiving both the unit and weekly coaching. Following a 12-week intervention, there are substantial learning gains for students whose teachers were trained using structured curriculum units, as well as for those whose teachers received coaching (between 55 percent and 64 percent of a standard deviation more than those students in the control group). Coaching teachers does not appear to be cost-effective, as the unit cost per 0.1 standard deviation is more than twice the cost of using only the structured curriculum unit. However, additional coaching is particularly beneficial for inexperienced teachers with less than two years of teaching Science. Coaching teachers also showed specific gains for girls, who both learned and declared to enjoy science lessons more. Higher-performing students especially benefited from both interventions, with students from coached teachers performing particularly well in harder questions. Using structured curriculum units and providing coaching also affected teacher perceptions: teachers expressed that they enjoyed teaching Science more and taught more hours of Science, and that their students developed more skills. Results from a follow-up survey suggest persistent change in teacher practice, with the vast majority reporting using the structured curriculum unit one year after the intervention.
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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  • 7
    UID:
    gbv_1759632139
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 8594
    Content: This paper evaluates the learning impact of different teacher training methods using a random controlled trial implemented in 70 state schools in Buenos Aires, Argentina. A control group receiving standard teacher training was compared with two alternative treatment arms: providing a structured curriculum unit or receiving both the unit and weekly coaching. Following a 12-week intervention, there are substantial learning gains for students whose teachers were trained using structured curriculum units, as well as for those whose teachers received coaching (between 55 percent and 64 percent of a standard deviation more than those students in the control group). Coaching teachers does not appear to be cost-effective, as the unit cost per 0.1 standard deviation is more than twice the cost of using only the structured curriculum unit. However, additional coaching is particularly beneficial for inexperienced teachers with less than two years of teaching Science. Coaching teachers also showed specific gains for girls, who both learned and declared to enjoy science lessons more. Higher-performing students especially benefited from both interventions, with students from coached teachers performing particularly well in harder questions. Using structured curriculum units and providing coaching also affected teacher perceptions: teachers expressed that they enjoyed teaching Science more and taught more hours of Science, and that their students developed more skills. Results from a follow-up survey suggest persistent change in teacher practice, with the vast majority reporting using the structured curriculum unit one year after the intervention
    Note: Argentina , Latin America & Caribbean , English
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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  • 8
    UID:
    gbv_1806287668
    Format: 1 Online-Ressource
    Series Statement: World Bank Economic Review
    Content: This paper evaluates the learning impact of different teacher training methods using a randomized controlled trial implemented in 70 state schools in Buenos Aires, Argentina. A control group receiving standard teacher training was compared with two alternative treatment arms: providing a structured curriculum unit or receiving both the unit and weekly coaching. Following a 12-week intervention, there are substantial learning gains for students whose teachers were trained using structured curriculum units, as well as for those whose teachers received coaching (between 55 percent and 64 percent of a standard deviation more than those students in the control group). Coaching teachers does not appear to be cost-effective, as the unit cost per 0.1 standard deviation is more than twice the cost of using only the structured curriculum unit. However, additional coaching is particularly beneficial for inexperienced teachers with less than two years of teaching science. Coaching teachers also showed specific gains for girls, who both learned and declared to enjoy science lessons more. High-performing students especially benefited from both interventions, with students from coached teachers performing particularly well in harder questions. Using structured curriculum units and providing coaching also affected teacher perceptions: teachers expressed that they enjoyed teaching science more and taught more hours of science, and that their students developed more skills. Results from a follow-up survey suggest persistent change in teacher practice, with the vast majority reporting using the structured curriculum unit one year after the intervention
    Note: Argentina , Latin America & Caribbean
    Language: Undetermined
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