Measuring the quality of teaching and teacher training in low-income settings
Abstract/Contents
- Abstract
- 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. Controlling for socioeconomic factors, teaching is well established as the most important school-based determinant of student learning. 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. However, many teachers in developing countries are under-prepared, lacking the knowledge and skills to support student learning. 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 paper applies a different method to solving this measurement problem and informing the design of future PD programs. The first is a large-scale, randomized evaluation of a national PD program in China. The second develops a survey instrument to standardize reporting on teacher PD programs and applies it PD programs in low- and middle-income countries in a meta-analysis. The third leverages the random assignment of teachers to students in six U.S. school districts to estimate the impact of teaching practices on student learning and how these vary with student characteristics.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2021; ©2021 |
| Publication date | 2021; 2021 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Popova, Anna, (Education researcher) |
|---|---|
| Degree supervisor | Carnoy, Martin |
| Degree supervisor | Loyalka, Prashant |
| Thesis advisor | Carnoy, Martin |
| Thesis advisor | Loyalka, Prashant |
| Thesis advisor | Domingue, Ben |
| Degree committee member | Domingue, Ben |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Anna Popova. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2021. |
| Location | https://purl.stanford.edu/xm273rj1003 |
Access conditions
- Copyright
- © 2021 by Anna Popova
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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