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  • 1
    Online Resource
    Online Resource
    Training to Teach Science : Experimental Evidence from Argentina (2018)
    Washington, D.C. :The World Bank,
    Details
    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
    DOI: 10.1596/1813-9450-8594
    URL: Volltext  (kostenfrei)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Fulltext
    FU Berlin
    EUV Frankfurt
    HTW Berlin
    Charité
  • 2
    Online Resource
    Online Resource
    Training to teach science : experimental evidence from Argentina (2018)
    Washington, D.C. : World Bank Group, Development Economics Vice Presidency, Strategy and Operations Team
    Details
    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
    DOI: 10.1596/1813-9450-8594
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
    MPI Bildungsforschung
  • 3
    Online Resource
    Online Resource
    Training to Teach Science : Experimental Evidence from Argentina (2018)
    Washington, D.C. :The World Bank,
    Details
    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
    DOI: 10.1596/1813-9450-8594
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    Charité
  • 4
    Online Resource
    Online Resource
    Training to Teach Science : Experimental Evidence from Argentina (2018)
    Washington, D.C. :The World Bank,
    Details
    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
    DOI: 10.1596/1813-9450-8594
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
  • 5
    Online Resource
    Online Resource
    Training to Teach Science : Experimental Evidence from Argentina (2018)
    World Bank, Washington, DC
    Details
    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
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Stabi Berlin
  • 6
    Online Resource
    Online Resource
    Training to Teach Science : Experimental Evidence from Argentina (2020)
    Published by Oxford University Press on behalf of the World Bank
    Details
    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
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
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