Teacher Quality and Learning Outcomes in Kindergarten

Araujo, María Caridad; Carneiro, Pedro; Cruz-Aguayo, Yyannú; Schady, Norbert

doi:10.2139/ssrn.2750279

Cited by 18 publications

(27 citation statements)

References 40 publications

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“…There are clearly floor effects for Instructional Support, but not the other domains. On average, the CLASS scores in this sample are somewhat higher than those found in a nationally representative sample of kindergarten classrooms in Ecuador, but substantially lower than those generally found in U.S. settings (Araujo et al 2016). Table A1 shows that CLASS scores across domains for the same teachers are positively correlated, with correlations that range from 0.43 for Emotional Support and Instructional Support to 0.69 for Emotional Support and Classroom Organization.…”

Section: B Datamentioning

confidence: 59%

“…The CLASS measures teacher behaviors in three broad domains: Emotional Support, Classroom Organization and Instructional Support. The behaviors that coders are looking for in each dimension are quite specific-Appendix Table A1 in Araujo et al (2016) gives an example. For each of these behaviors, the CLASS protocol gives coders concrete guidance on whether the score given should be ''low'' (scores of 1-2), ''medium'' (3-5), or ''high'' (6-7).…”

Section: B Datamentioning

confidence: 99%

“…The CLASS has been widely used both for research and policy purposes in the U.S. Head Start grantees need a minimum score on the CLASS to be re-certified for funding, and several states have integrated the CLASS into their quality rating and improvement systems. The CLASS has also been used as a measure of teacher quality in research on several Latin American countries, including Chile Yoshikawa et al 2015; Bassi, Meghir, and Reynoso 2020), Ecuador (Araujo et al 2016;Campos et al 2020), and Peru (Araujo, Dormal, and Schady 2019).…”

Section: B Datamentioning

confidence: 99%

“…The TVIP has been used widely to measure development among Latin American children-see Paxson and Schady (2007) for a comparison of vocabulary scores between children in Ecuador and the U.S., and Schady et al (2015) for evidence on levels and socioeconomic gradients in the TVIP in five Latin American countries, including Ecuador. The other three tests were taken from the Woodcock-Johnson battery of achievement tests (Woodcock and Muñoz-Sandoval 1996) and have been applied in other evaluations of interventions in settings similar to ours, including in Ecuador (Paxson and Schady 2011;Araujo et al 2016).…”

Section: B Datamentioning

confidence: 99%

“…The Biden Administration's American Families Plan, which aims to provide universal preschool to all 3-and 4-year-old children, specifies that this must be accompanied by regular "job-embedded coaching for teachers" (Weiland and 2 For evidence on teacher effects in developed countries see Rivkin, Hanushek, and Kain (2005), Chetty, Friedman, and Rockoff (2014a) and the reviews in Hanushek and Rivkin (2012), Jackson, Rockoff, and Staiger (2014), and Koedel, Mihaly, and Rockoff (2015). For evidence from developing countries see Araujo et al (2016) and Bau and Das (2020). For evidence on long-term effects of teacher quality in the U.S., see Chetty et al (2011) and Chetty, Friedman, and Rockoff (2014b).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

When Promising Interventions Fail: Personalized Coaching for Teachers in a Middle-Income Country

Carneiro¹,

Cruz-Aguayo²,

Intriago³

et al. 2022

Policy Research Working Papers

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Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

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Section: B Datamentioning

confidence: 59%

Section: B Datamentioning

confidence: 99%

Section: B Datamentioning

confidence: 99%

Section: B Datamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

When Promising Interventions Fail: Personalized Coaching for Teachers in a Middle-Income Country

Carneiro¹,

Cruz-Aguayo²,

Intriago³

et al. 2022

Policy Research Working Papers

Self Cite

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Can Financial Incentives Help Disadvantaged Schools to Attract and Retain High‐Performing Teachers? Evidence from Chile

Elacqua¹,

Hincapié²,

Hincapié³

et al. 2022

J Policy Anal Manage

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Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent.

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Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures

Hofkens

Pianta

Hamre

2023

Effective Teaching Around the World

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Across the globe, strategies and investments to strengthen teacher effectiveness are increasingly a core component of countries’ efforts to improve educational outcomes for their citizens and, for many, to elevate standards of living. In this chapter, we present evidence demonstrating the role of teacher-student interactions in teachers’ ability to positively influence student development and learning across countries and cultures. We conceptualize teacher-student interactions as proximal processes that drive students’ engagement and learning. Evidence clearly demonstrates that interactions can be assessed through observation and improved through professional development interventions. Drawing on our experience and data available on tens of thousands of classroom observations across different countries and cultures, we present a framework that describes core features of effective teacher-student interactions that appear in common across these highly varied settings and cultural contexts. We review research that evaluates this framework in different contexts to examine the effects of interaction quality on student outcomes across the globe. We discuss the cross-cultural applicability of the framework and outline suggestions for education policy and practice and future directions for research.

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Teacher Quality and Learning Outcomes in Kindergarten

Cited by 18 publications

References 40 publications

When Promising Interventions Fail: Personalized Coaching for Teachers in a Middle-Income Country

When Promising Interventions Fail: Personalized Coaching for Teachers in a Middle-Income Country

Can Financial Incentives Help Disadvantaged Schools to Attract and Retain High‐Performing Teachers? Evidence from Chile

Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures

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