@techreport{trako_making_2019, title = {Making great strides yet a learning crisis remains in {Tanzania}: {Results} of the {SDI} and {SABER} service delivery surveys}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Tanzania/SDI/Tanzania-SDI_SABER%20SD%20Report_Oct7.pdf}, urldate = {2021-01-18}, institution = {The World Bank}, author = {Trako, Iva and Molina, Ezequiel and Asim, Salman}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SNZ3GBER 2405685:V4XEV62U}, } @techreport{filmer_identifying_2020, title = {Identifying {Effective} {Teachers}: {Lessons} from {Four} {Classroom} {Observation} {Tools}}, shorttitle = {Identifying {Effective} {Teachers}}, url = {https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools}, abstract = {Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.}, language = {en}, urldate = {2020-09-15}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Molina, Ezequiel and Wane, Waly}, month = aug, year = {2020}, doi = {10.35489/BSG-RISEWP_2020/045}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP\_2020/045 2405685:DSRXVH6M 2561267:ZFIFPNTP}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @techreport{beteille_three_2020, title = {Three {Principles} to {Support} {Teacher} {Effectiveness} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33775}, language = {en}, urldate = {2020-06-03}, institution = {World Bank}, author = {Beteille, Tara and Ding, Elaine and Molina, Ezequiel and Pushparatnam, Adelle and Wilichowski, Tracy}, month = may, year = {2020}, doi = {10.1596/33775}, note = {shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{molina_evidence-based_2018, title = {Evidence-{Based} {Teaching}: {Effective} {Teaching} {Practices} in {Primary} {School} {Classrooms}}, shorttitle = {Evidence-{Based} {Teaching}}, url = {http://hdl.handle.net/10986/30929}, language = {en}, urldate = {2022-09-23}, institution = {World Bank, Washington, DC}, author = {Molina, Ezequiel and Pushparatnam, Adelle and Rimm-Kaufman, Sara and Wong, Keri Ka-Yee}, month = nov, year = {2018}, doi = {10.1596/1813-9450-8656}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8656 2339240:VC8SH4J9 2405685:94EF9DL4}, } @techreport{bold_what_2017, address = {Washington, DC}, type = {Working {Paper}}, title = {What {Do} {Teachers} {Know} and {Do}? {Does} {It} {Matter}? {Evidence} from {Primary} {Schools} in {Africa}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {What {Do} {Teachers} {Know} and {Do}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7956}, abstract = {School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.}, language = {en}, number = {7956}, urldate = {2020-05-25}, institution = {World Bank}, author = {Bold, Tessa and Filmer, Deon and Martin, Gayle and Molina, Ezequiel and Rockmore, Christophe and Stacy, Brian and Svensson, Jakob and Wane, Waly}, month = jan, year = {2017}, doi = {10.1596/1813-9450-7956}, note = {shortDOI: 10/gftst3 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 10/gftst3 2339240:BTMNBWLP 2405685:I898ERZQ 2405685:NZXPNUED 4656463:N34TLK8Y}, keywords = {Education, Education Policy, Learning Crisis, Public Service Delivery, Teacher Absenteeism, Teacher Effectiveness, Teacher Performance}, }