Teachers, Pedagogy and Student Achievement - PowerPoint PPT Presentation

Loading...

PPT – Teachers, Pedagogy and Student Achievement PowerPoint presentation | free to download - id: 504d95-OTJhM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Teachers, Pedagogy and Student Achievement

Description:

Teachers, Pedagogy and Student Achievement Richard J. Kraft University of Colorado-Boulder World Bank Consultant Cost-Effective Ranking of Educational Policies by ... – PowerPoint PPT presentation

Number of Views:716
Avg rating:3.0/5.0
Slides: 55
Provided by: SAEAP
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Teachers, Pedagogy and Student Achievement


1
Teachers, Pedagogy and Student Achievement
  • Richard J. Kraft
  • University of Colorado-Boulder
  • World Bank Consultant

2
Cost-Effective Ranking of Educational Policies by
Policy Specialists(Schiefelbein, Wolff,
Schiefelbein, 1998)
  • 40 no or low cost policies for higher student
    achievement
  • 1. Assign best teachers to first grade
  • 2. Do not switch teacher during school year
  • 4. Enforce policies on length of school year
  • 6. Test 10 of 4th graders-report to teachers
  • 9. Revise maths and reading curriculum
  • 16. Classroom libraries

3
The teacher is the key to good schools and high
achievement!
4
Teacher and Pedagogical Attributes Affecting
Student Achievement(Adapted from Fuller and
Clarke, 1994)
  • Factors Studied Significant Effects
    with Number of Total Analyses
  • Primary Secondary
  • Teachers length of education
  • Total years of schooling 918 58
  • Tertiary or teacher college 2137 814
  • In-service teacher training 813 34
  • Teacher gender (female) 12 24

5
Mr. Mohammed, Outstanding Teacher in Egypt
6
Teacher and Pedagogical Attributes Affecting
Student Achievement(Adapted from Fuller and
Clarke, 1994)
  • Factors Studied Significant Effects
    with Number of Total Analyses
  • Primary Secondary
  • Teacher subject knowledge
  • or language proficiency 44 ---
  • Teacher experience 1323 112
  • Teacher salary level 411 211
  • Teacher social class 710 ----

7
Do small or large group pedagogy make a
difference?
8
Teacher and Pedagogical Attributes Affecting
Student Achievement(Adapted from Fuller and
Clarke, 1994)
  • Classroom pedagogy and organization
  • Primary Secondary
  • Instructional time 1517 1216
  • Active pedagogy 38 25
  • Frequent monitoring
  • of pupil performance 34 01
  • Class preparation
  • time 58 12

9
Can parents improve schools?Imam-Council
President. Women Voting for first time in School
Board election-Egypt.
10
Teacher and Pedagogical Attributes Affecting
Student Achievement(Adapted from Fuller and
Clarke, 1994)
  • Classroom pedagogy and organization
  • Primary Secondary
  • Frequency of homework 911 22
  • Teacher efficacy 11 01
  • Cooperative-learning
  • task structure ---- 33

11
PAKEM,CLCC,MBA improve govt and religious
schools in Indonesia
12
Teacher Quality and Student Achievement
(Darling-Hammond, 2000)
  • Measures of teacher preparation and
    certification are by far the strongest correlates
    of student achievement in reading and
    mathematicspolicies regarding teacher education,
    licensing, hiring and professional development
    may make an important difference in the
    qualifications and capacities that teachers bring
    to their work.

13
Teacher Quality and Student Achievement
(Darling-Hammond, 2000)
  • Teacher effectiveness is a strong determinant of
    class differences in student learning, far
    outweighing the effects of differences in class
    size and heterogeneity. Students who are assigned
    to several ineffective teachers in a row have
    significantly lower achievement and gains.

14
Teacher Quality and Student Achievement
(Darling-Hammond, 2000)
  • Factors Teacher Performance/Student Achievement
  • Variable Research Results
  • a. Teacher Intelligence Low or insignificant
  • b. Verbal ability More sensitive measure
  • c. Subject Knowledge Mixed results
  • d. Education courses Math/science positive
  • e. Years experience Levels off at 5 yrs.
  • f. Licensing Positive/mixed

15
Does the form of pedagogy affect student
achievement?
16
Teacher Quality and Student Achievement
(Darling-Hammond, 2000)
  • Factors Teacher Performance/Student Achievement
  • Variable Research Results
  • f. Flexibility, creativity positive
  • g. Clarity, enthusiasm positive
  • h. Task-oriented behavior positive
  • i. Variability of lessons positive
  • j. Teaching repertoire (experience and skill
    based, direct and indirect, lecture and small
    group instruction)

17
Some Key Lessons on Teachers and Student
Achievement
  • Subject and Age Appropriate Pedagogy
  • Time Full school year and school day
  • Time on task
  • Teachers-students on time and controlled
    absences
  • Best teachers in early grades
  • Master reading, writing and maths in early grades
  • Class and school libraries, laboratories actually
    used
  • Active, creative, higher order thinking and
    questioning, experimentation, experiential, skill
    based teaching
  • Parental support and a reading culture
  • Nutrition and Feeding
  • Early Childhood Education
  • Teachers-Teaching-Teachers, Observation of Other
    Classes,

18
Does mass testing make a difference in student
achievement?
19
Teachers and Student Achievement (AERA, 2004)
20
Exemplary Pre-school and Kindergarten Programmes
  • Catholic Sisters Programme------------Eritrea
  • Universal Kindergarten/Pre-school------Chile
  • Head Start---------------------------------------U
    .S.
  • Infant Schools-----------------------Great
    Britain
  • Early Childhood Teacher Training----Canada

21
Is early childhood education important for later
achievement?
22
Do parent and community involvement affect
student achievement?
23
Exemplary Primary School Programmes-Student
Achievement
  • Escuela Nueva (New School)--Latin America
  • Breakthrough to Literacy -----S. and E. Africa
  • Primary Reading Programme--------Zambia
  • PAKEM/CLCC---------------------------Indonesia
  • New Schools Project------------------------Egypt
  • Fé y Alegría-------------------------Latin
    America
  • SEQIP-------------------------------------Indonesi
    a

24
New Schools Project-Egypt
25
Do service learning and peer tutoring make a
difference?
26
Exemplary Secondary School Programmes-Student
Achievement
  • Lesson Study--------------------------------------
    --Japan
  • Don Bosco Vocational Schools----------- Worldwide
  • EDUCO-------------------------------------------Ho
    nduras
  • Service Learning---------------Argentina, U.S.,
    China
  • Middle Schools-------------------------------OECD,
    U.S.
  • Apprenticeships-----------------------Germany,
    Japan
  • Languages------------------Netherlands,
    Scandinavia
  • Textbooks----------------------------------------S
    ingapore
  • Teachers Training Teachers(TTT)---Cuba, Lat.Am.

27
Does Class Size affect Student Achievement?
28
Do desks and textbooks affect achievement?
29
Do curriculum guides make a difference?
30
School Inputs Affecting Student
Achievement(Adapted from Fuller and Clarke, 1994)
  • Factors Significant Effects with Number of
    Total Analyses
  • Primary Secondary
  • Class Size 926 222
  • Textbooks 1926 713
  • School Library 1618 34
  • Science Laboratories 512 11
  • Nutrition and Feeding 78 11
  • Expenditure per pupil 36 35

31
Does infrastructure affect quality of schooling?
32
Do you need a classroom or a building to have a
school?
33
Do class or school libraries make a difference in
student achievement?
34
Pre-Service Teacher Education Entrance Criteria
  • Korea, Malaysia, Singapore, and Rep. of China
  • National written examinations for entrance
  • Germany
  • National oral and written examinations for
    entrance
  • France, New Zealand, Canada, U.S.A. and Japan
  • Institutions set own entrance criteria

35
Pre-Service Teacher Education Programmes Degree
level
  • Canada, U.S.A., Japan
  • Bachelors degree or fifth year program for both
    primary and secondary teachers
  • Australia, New Zealand Indonesia, and Hong Kong
    (recent)
  • Upgrading primary teachers to bachelors degree

36
Pre-Service Teacher Education Programs-Subject
Concentrations
  • Many countries have primary education as a
    subject concentration
  • Canadian provinces and China Taipei
  • One subject concentration for primary
  • Hong Kong and Germany
  • Two subject concentrations for primary
  • Secondary teachers worldwide have one or two
    subject concentrations

37
Do practical experiences make a difference for
new teachers?
38
Pre-Service Student Teaching
  • Full-year internship--France, Luxembourg,
    Belgium, Taiwan
  • Two year internship/courses----Germany
  • One-Semester----------------------U.S.
  • One week or less---------------Many in Egypt

39
Exemplary Pre-Service Teacher Education Programmes
  • Botswana University-Based Excellence,
  • Train TTC Instructors, Tied to school curriculum
  • Pakistan-Mobile Teacher Training Unit-Girls
  • Chile, U.S.-Theory and Practice, Early Childhood,
    Accreditation (NCATE)
  • Bangladesh-BRAC, Community Women
  • Great Britain -Open University

40
Exemplary In-Service, Continuous Professional
Development (CPD)
  • Sri Lanka-Cost effective 91 ratio university or
    normal school based versus distance learning
  • Egypt and Others -Teacher Supervisor Standards
  • Uganda- Clinical Supervision
  • Japan-Lesson Study
  • Latin America- Teachers-Training-Teachers

41
Betty JawokoClinical Supervision, Uganda
42
Student Achievement
  • Singapore, Hong Kong, China-Taiwan, Japan, and
    Korea
  • High student achievement on most international
    examinations-teacher role in student achievement
    under study

43
Research on Teaching
  • United States
  • School-based research by university researchers
  • Action-research by classroom teachers

44
Oscar Mogollón, ColombiaFounder, New Schools
Movement
45
Exemplary Programme I(Kraft, 1999, Schiefelbein,
2001)
  • Colombia, Guatemala, Nicaragua, Peru, Uganda
  • New Schools (Escuela Nueva)
  • 1. Democratic Education and Student Leadership
  • 2. Community Involvement and Shared Decision
    Making
  • 3. Empowered Teacher Authors and Trainers
  • 4. Continuous Assessment and Flexible Promotion
  • 5. Individualized and Small Group Instruction

46
Exemplary Programme I
  • 6. Cultural Sensitivity and Local Content
  • 7. Active Learning and Teacher Facilitators
  • 8. Learning Centers and Classroom Libraries
  • 9. Student Workbooks and Teacher Handbooks
  • 10. Local Control and National Commitment

47
Median Scores on the First International
Comparative Study (UNESCO/OREALC), 1998
  • Colombia
  • Urban Rural
  • Language Math Language Math
  • 228 235 234 245

48
Frances Sampa, ZambiaDirector, Primary Reading
Prog.
49
Exemplary Programme II(Sampa, 2005)
  • Zambia
  • Primary Reading Programme (Breakthrough to
    Literacy)
  • Literacy training-language experience
  • Mother tongue and English
  • Teacher workbooks
  • Student writing
  • Grade 1 surpass Grade 5 700 gain 1 year

50
Primary Reading Programme E. and S.
Africa-Uganda, Zambia

51
Exemplary Programme III(Gasparini, 2000)
  • Cuba
  • Teacher empowerment
  • School competition
  • Local curriculum development
  • High student achievement

52
Median Scores on the First International
Comparative Study (UNESCO/OREALC), 1998
  • Country Language Math
  • Cuba 343 351
  • Argentina 263 251
  • Chile 259 242
  • Brazil 256 247
  • Honduras 216 218

53
Exemplary Programme IVJapan-Lesson Study(Lewis,
2002)
  • Increased student autonomy and initiative, and
    close observation of student learning and needs
  • Learning how to learn, problem solving
  • Teaching for understanding of impt subjects
  • Teachers jointly plan research lessons
  • Student co-operative learning, engagement
  • Focus on academic outcomes
  • Content chosen to meet student needs
  • Shared observation of live lessons

54
My Favorite School!Jardin de Niños El
Simiente(Adapted from Bernbaum and Kraft, 2002)
  • Multigrade (3 teachers for 8 grades), creative
    leadership, Montessori, Escuela Nueva,
    manipulatives, garden, fish pond, 5000 tree
    nursery, handicapped accessible, dance troupe,
    band, hundreds of books, read 1 book per day per
    student, typewriters, active science, founded jr.
    secondary, student work, parental involvement,
    workshops for other teachers, clean but minimal
    infrastructure
About PowerShow.com