How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching

Resource type
Report
Authors/contributors
Title
How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching
Abstract
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency.
Institution
Research on Improving Systems of Education (RISE)
Date
2018-09-11
Language
en
Short Title
How to Improve Teaching Practice?
Accessed
16/05/2020, 20:38
Library Catalog
DOI.org (Crossref)
Extra
DOI: 10.35489/BSG-RISE-WP_2018/024 shortDOI: 10/ghgnff
Citation
Cilliers, J., Fleisch, B., Prinsloo, C., & Taylor, S. (2018). How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching. Research on Improving Systems of Education (RISE). https://doi.org/10.35489/BSG-RISE-WP_2018/024