Great teachers : how to raise student learning in Latin America and the Caribbean /
Saved in:
| Author / Creator: | Bruns, Barbara, author. |
|---|---|
| Imprint: | Washington, DC : World Bank Group, [2015] |
| Description: | xxv, 345 pages : illustrations ; 23 cm. |
| Language: | English |
| Series: | Latin American development forum Latin American development forum. |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/10116625 |
Table of Contents:
- Foreword
- Acknowledgments
- About the Authors and Contributors
- Abbreviations
- Overview
- Why teachers matter
- LAC's teachers inside the classroom
- Recruiting better teachers
- Grooming great teachers
- Motivating teachers to perform
- Managing the polities of teacher reform
- Note
- References
- Chapter 1. How Good Are Teachers in the Region?
- How are LAC education systems performing?
- What drives student learning?
- What makes teachers effective?
- Who are LAC's teachers?
- Conclusions
- Notes
- References
- Chapter 2. Inside the Classroom in Latin America and the Caribbean
- LAG classroom observation sample
- Observation method and instrument
- What are we learning from classroom observations in LAC?
- Conclusions
- Notes
- References
- Chapter 3. Recruiting Better Teachers
- Raising the selectivity of teacher education
- Raising the quality of teacher education
- Raising lining standards
- Recruiting better teachers over the next decade
- Conclusions
- Notes
- References
- Chapter 4. Grooming Great Teachers
- Teacher induction and probationary periods
- Teacher evaluation
- In-service training
- Grooming teachers through school leadership
- Challenge and promise of information technology
- Conclusions
- Notes
- References
- Chapter 5. Motivating Teachers to Perform
- What motivates teachers?
- Professional rewards
- Accountability pressure
- Financial incentives
- Conclusions
- Notes
- References
- Chapter 6. Managing the Politics of Teacher Reform
- Education policies through the lens of teachers' interests
- Source of union power
- Political dynamics of education reform: Four recent cases
- Conclusions
- Notes
- References
- Index
- Boxes
- 1.1. Math and reading skills as measured on PISA
- 2.1. How the Stallings Classroom Snapshot works
- 2.2. Explaining learning improvements in Mexico, D.F.
- 2.3. Innovations in system monitoring: Digitized Stallings observations
- 3.1. How top education systems attract talented teachers
- 3.2. Pupil-teacher ratio and average class size
- 4.1. Raising teacher quality through rigorous induction in Rio de Janeiro
- 4.2. Measuring teacher quality with classroom observation instruments
- 4.3. Teacher evaluation in Singapore
- 4.4. Raising quality through teacher evaluation in Washington. DC
- 4.5. Colombia's Escuela Nueva
- 4.6. Rio de Janeiro's Educopedia
- 5.1. Fair comparisons of school performance: The design of Chile's Sisteiua Nacional de Evaluación del Desempeno (SNED)
- Figures
- O.1. Cognitive skills and long-term economic growth across regions, 1960-2000
- O.2. PISA reading scores and income per capita for LAC countries. 2012
- O.3. Comparative PISA math improvement, 2000-12
- O.4. Comparative PISA math performance of prospective teachers and prospective engineers
- O.5. Comparative math content knowledge of future math teachers, 2008
- O.6. Average salaries for teachers relative to other professional workers, 2000 and 2010
- O.7. Average time on instruction in LAC countries
- O.8. Breakdown of teacher time off-task, by country
- O.9. Teacher time off-task and student learning in LAC
- O.10. Teacher time on instruction with the entire class engaged
- O.11. Distribution of schools by average time spent on instruction
- O.12. Range in teacher time on instruction within schools
