Your search
Results 65 resources
-
Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists...
-
June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility,...
-
This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to...
-
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the...
-
In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and...
-
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations...
-
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of...
-
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger...
Explore
Our programmes
- Activating EdTech (Jordan) (1)
-
EdTech Hub
(2)
- Helpdesk (1)
-
OER4Schools
(3)
- Publications (3)
- TVET in sub-Saharan Africa (GOVET-BIBB-BMBF) (3)
Organisations, collaborators and clients
Theme
Location
-
Asia
-
South-eastern Asia
- Brunei Darussalam (2)
- Cambodia (12)
- Indonesia (21)
- Laos (4)
- Malaysia (25)
- Myanmar (10)
- Philippines (11)
- Singapore (27)
- Thailand (22)
- Timor-L'este (1)
- Viet Nam (12)
-
Central Asia
(2)
- Kazakhstan (2)
- Kyrgyzstan (1)
- Tajikistan (1)
- Turkmenistan (2)
- Uzbekistan (1)
-
Eastern Asia
(35)
- China (28)
- Japan (18)
- Korea, Republic (9)
- Mongolia (1)
-
Southern Asia
(49)
- Afghanistan (13)
- Bangladesh (20)
- Bhutan (5)
- India (36)
- Iran (10)
- Maldives (4)
- Nepal (16)
- Pakistan (29)
- Sri Lanka (14)
-
Western Asia
(38)
- Armenia (1)
- Azerbaijan (2)
- Bahrain (2)
- Cyprus (2)
- Georgia (4)
- Iraq (4)
- Israel (9)
- Jordan (12)
- Kuwait (2)
- Lebanon (10)
- North Cyprus (2)
- Oman (5)
- Qatar (1)
- Saudi Arabia (3)
- State of Palestine (6)
- Syrian Arab Republic (4)
- Turkey (21)
- United Arab Emirates (4)
- Yemen (5)
-
South-eastern Asia
-
Africa
(53)
-
Eastern Africa
(46)
- Burundi (8)
- Comoros (2)
- Djibouti (4)
- Eritrea (6)
- Ethiopia (24)
- Kenya (33)
- Madagascar (5)
- Mauritius (8)
- Rwanda (22)
- Seychelles (4)
- Somalia (10)
- Somaliland (5)
- South Sudan (6)
- Tanzania (30)
- Uganda (29)
- Zambia (24)
- Zimbabwe (15)
-
Middle Africa
(22)
- Angola (4)
- Cameroon (7)
- Central African Republic (5)
- Chad (8)
- Congo, Democratic Republic (8)
- Congo, Republic (2)
- Equatorial Guinea (1)
- Gabon (2)
- Niger (10)
- São Tomé and Príncipe (1)
- Northern Africa (18)
-
Southern Africa
(45)
- Botswana (19)
- eSwatini (7)
- Lesotho (10)
- Malawi (25)
- Mozambique (15)
- Namibia (18)
- South Africa (35)
-
Western Africa
(38)
- Benin (8)
- Burkina Faso (5)
- Cape Verde (2)
- Gambia (12)
- Ghana (23)
- Guinea (9)
- Guinea-Bissau (3)
- Ivory Coast (3)
- Liberia (8)
- Mali (9)
- Mauritania (3)
- Nigeria (25)
- Senegal (11)
- Sierra Leone (11)
- Togo (3)
-
Eastern Africa
(46)
-
Americas
(61)
-
Caribbean
(18)
- Antigua and Barbuda (3)
- Barbados (1)
- Cuba (7)
- Dominica (1)
- Dominican Republic (5)
- Grenada (2)
- Haiti (3)
- Jamaica (5)
- Saint Kitts and Nevis (1)
- Saint Lucia (1)
- Saint Vincent and the Grenadines (1)
- Trinidad and Tobago (3)
-
Central America
(16)
- Belize (3)
- Costa Rica (2)
- El Salvador (2)
- Guatemala (3)
- Honduras (4)
- Mexico (11)
- Nicaragua (3)
- Panama (2)
-
Northern America
(57)
- Canada (34)
- United States (51)
- South America (24)
-
Caribbean
(18)
-
Europe
(62)
-
Eastern Europe
(9)
- Czech Republic (3)
- Hungary (2)
- Poland (3)
- Republic of Moldova (2)
- Romania (2)
- Russian Federation (5)
- Slovakia (1)
- Ukraine (1)
- Northern Europe (53)
-
Southern Europe
(31)
- Bosnia and Herzegovina (1)
- Croatia (1)
- Greece (12)
- Italy (12)
- Kosovo (1)
- Malta (3)
- Montenegro (1)
- North Macedonia (1)
- Portugal (10)
- Serbia (2)
- Slovenia (2)
- Spain (14)
-
Western Europe
(36)
- Austria (2)
- Belgium (10)
- France (23)
- Germany (13)
- Luxembourg (1)
- Netherlands (21)
- Switzerland (10)
-
Eastern Europe
(9)
-
Oceania
(36)
-
Australia and New Zealand
(33)
- Australia (33)
- New Zealand (12)
-
Melanesia
(9)
- Fiji (2)
- Papua New Guinea (8)
- Solomon Islands (1)
- Vanuatu (2)
-
Micronesia
(2)
- Federated States of Micronesia (1)
- Kiribati (1)
- Marshall Islands (1)
- Nauru (1)
- Palau (1)
- Polynesia (2)
-
Australia and New Zealand
(33)
Publication year
- Between 2000 and 2024 (64)
- Unknown (1)