Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere R.; Seidman, Edward

doi:10.1016/j.ecresq.2018.05.003

Cited by 45 publications

(40 citation statements)

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“…For example, a key principle of learning in ECE that was absent for primary and secondary was play, which provides young children the opportunity to acquire physical, cognitive, and social skills (Britto and Limlingan, 2012). Thus, the development of the ECE version of the TIPPS focused on theoretical constructs and key quality indicators in the classroom that support early child development, including the use of structured free-play in the classroom, ECE-focused instructional practices, social-emotional support, classroom management and environment (Wolf et al, 2018).…”

Section: Tipps Ece (Ghana)mentioning

confidence: 99%

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Improving 21st-century teaching skills: The key to effective 21st-century learners

Kim

Raza

Seidman

2019

Research in Comparative and International Education

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The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.

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Section: Tipps Ece (Ghana)mentioning

confidence: 99%

“…sensitivity and responsiveness, tone of voice) and positive behavior management strategies (e.g. providing a consistent routine) (Wolf et al, 2018).…”

Section: Indicatorsmentioning

confidence: 99%

Improving 21st-century teaching skills: The key to effective 21st-century learners

Kim

Raza

Seidman

2019

Research in Comparative and International Education

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281

119

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“…Classroom quality was also included in a sensitivity analysis and was measured at each time point using the Teacher Instructional Practices and Processes System (TIPPS;Seidman et al, 2018), an observational measure designed to capture the nature of teacher-child interactions in low-resourced settings. We averaged scores on teachers' (1) facilitation of deeper learning practices, (2) support for student expression, and (3) emotional climate and behavior management practices (seeWolf et al 2018), for a detailed measurement analysis of the TIPPS items and the three domains of classroom quality in the present dataset).…”

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confidence: 99%

The role of executive function and social‐emotional skills in the development of literacy and numeracy during preschool: a cross‐lagged longitudinal study

Wolf

McCoy

2019

Developmental Science

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| INTRODUC TI ONAs young children transition to school, they draw on a multitude of social, emotional, behavioral, and academic competencies.Evidence suggests that these competencies are interconnected, with non-academic skills such as executive function (EF) and social-emotional (SE) competence supporting children's ability to learn academic content in the classroom. Less is known, however, about whether academic skills support children's growth in EF and SE, or whether there are bidirectional relations between EF and SE skills themselves. Furthermore, the evidence to date on children's early skill development comes almost exclusively from high-income countries. As such, questions remain regarding how academic and non-academic skills develop over time in different cultural contexts or in settings where educational quality and learning levels are low, such as sub-Saharan Africa (Sandefur, 2016).In this study, we examine the interplay between non-academic skills-namely, EF and SE competencies-and children's early academic skills during the preschool (i.e., pre-primary) years in Ghana.Ghana is a lower middle-income country in West Africa where, despite having free universal preschool and one of the highest preschool enrollment rates on the continent, many young children do not meet basic cognitive and social-emotional milestones (McCoy, Peet, Ezzati, Danaei, Black, Sudfeld, & Fink, 2016). Using cross-lagged panel analysis, we examine how EF and SE contribute to prospective learning, and vice versa, over 2 years of schooling. In doing so, we provide the first longitudinal empirical evidence of the interplay between EF and SE skills and academic growth in sub-Saharan Africa. AbstractThe majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1) were assessed using direct assessment at three time points over the course of two school years. Controlling for earlier levels of the same skill, early executive function predicted higher subsequent literacy and numeracy skills, and early literacy and numeracy skills predicted higher subsequent executive function, indicating that the development of executive function and academic skills is inter-related and complementary over time. Early literacy and numeracy predicted subsequent social-emotional skills, but early social-emotional skills did not predict subsequent literacy and numeracy skills. The findings provide longitudinal evidence on children's learning and development in West Africa and contribute to a global understanding of the relations between various developmental skills over time. K E Y W O R D Scross-lagged panel analysis, early academic skills, executive function, Ghana, social-emotional, sub-Saharan Africa

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“…The symptoms are robust enough and coherent enough, across low-and middleincome countries to suggest deeper causes. Increased access to quality preprimary and preprimary programs would alleviate the burden of over-enrollment in grade 1, through two mechanisms: (1) By reducing enrollment of under-age children who attend grade 1 in lieu of preprimary classes; and (2) Providing increased opportunities to improve children's academic and social-emotional skills, as preprimary education programs have done in Ghana, Kenya, Mozambique and Tanzania, among others (see Martinez et al 2012;Mwauraa et al 2008;Ngware et al 2018;Wolf et al 2018). The second deeper cause of the syndrome implied by the data is as difficult to address as it is easy to say: the quality of education in early primary grades must be improved.…”

Section: Conclusion and Policy Implicationsmentioning

confidence: 99%

Taking Preprimary Programs to Scale in Developing Countries: Multi-source Evidence to Improve Primary School Completion Rates

Crouch

King

Olefir

et al. 2020

IJEC

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The paper argues that in many developing countries there is a set of linked symptoms in education systems that cohere into what we call a weak foundations syndrome. Multi-source evidence is presented to illustrate how weak foundations through the early years of schooling lead to low primary school completion. Symptoms of the syndrome include (1) low access, use, and quality in preprimary programs; (2) permanently high apparent rate of intake (above 100%) into grade 1; (3) over-enrollment bulge, in the early grades, as well as formal and informal grade repetition through primary school; (4) apparent large enrollment drop-off between grades 1 and 2. Small stories for Burundi, Madagascar, and Ethiopia are presented to illustrate the syndrome. These cases also identify how countries and international organizations are starting to address the issues. An interesting aspect of the findings is the data that show parents’ support for preprimary education by enrolling their children earlier than the normative age for grade 1.

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Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

Cited by 45 publications

References 44 publications

Improving 21st-century teaching skills: The key to effective 21st-century learners

Improving 21st-century teaching skills: The key to effective 21st-century learners

The role of executive function and social‐emotional skills in the development of literacy and numeracy during preschool: a cross‐lagged longitudinal study

Taking Preprimary Programs to Scale in Developing Countries: Multi-source Evidence to Improve Primary School Completion Rates

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