Published in:World Bank Policy Research Working Paper ; No. 8656
Extent:
1 Online-Ressource (65 p)
Language:
English
Origination:
Footnote:
Nach Informationen von SSRN wurde die ursprüngliche Fassung des Dokuments November 28, 2018 erstellt
Description:
Even after spending five to six years sitting in a classroom almost every day for anywhere between four to seven hours, a significant share of students in low- and middle-income countries are still not able to read, write, or do basic arithmetic. What explains this "learning crisis?" A growing body of evidence suggests that poor teaching practices and little to no learning inside the classroom are the main culprits. As such, the learning crisis reflects a teaching crisis. So what can teachers do inside the classroom to tackle these joint crises? This paper systematizes the evidence regarding effective teaching practices in primary school classrooms, with special focus on evidence from low- and middle-income countries. By doing so, the paper provides the theoretical and empirical foundations for the content of the newly developed Teach classroom observation tool. Implications for teacher education and evaluation are also discussed