What Teachers Believe: Mental Models about Accountability, Absenteeism, and Student Learning

Sabarwal, Shwetlena; Abu-Jawdeh, Malek

doi:10.1596/1813-9450-8454

Cited by 6 publications

(2 citation statements)

References 21 publications

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“…Finally, for what teachers believe, some aspects of teacher beliefs are reflected in the section above, in terms of their perceptions of how they are managed. We also use a dedicated module incorporated within the teacher survey that builds on past cross-country research in this area (Sabarwal and Abu Jawdeh 2018). Using questions from this module, we create six mindset-indices, using principal component analysis.…”

Section: What Teachers Believementioning

confidence: 99%

Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness

Filmer¹,

Nahata²,

Sabarwal³

2021

Policy Research Working Papers

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.

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Section: What Teachers Believementioning

confidence: 99%

Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness

Filmer¹,

Nahata²,

Sabarwal³

2021

Policy Research Working Papers

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“…A number of studies (i.e. Davies, 2018;Sabarwal & Sawdeh, 2018;Usman & Suryadarma, 2007) have found a high rate of teacher absences from their school itinerary. Iqbal, Muhammad, and Haider [15] investigated the causes of absenteeism among 100 public and private school teachers in Punjab, Pakistan.…”

Section: Introductionmentioning

confidence: 99%

Design and Use of a Mobile Application to Prevent Teachers’ Absenteeism in a Higher Education Setting

Suryaman

Mulyono

2019

Int. J. Interact. Mob. Technol.

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In this paper, we present a digital application developed to prevent teachers’ absenteeism in a private university in Indonesia. In particular, we evaluated the development and the application of an Android-based attendance management system (AAMS) to monitor teachers’ attendance and their teaching activity at a private university in the capital city of Jakarta, Indonesia. Adopting a design-based research approach, we observed the development procedure and interviewed three end-users of the application, i.e. teachers. The findings of the study revealed the potential use of AAMS as a digital tool to prevent absenteeism among university teachers. The three main challenges were highlighted during the application of AAMS, including the processing time duration and system error, the reporting and analytics issues, and the input manipulation. Furthermore, a recommendation is offered on the basis of the findings.

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Mapping the Profession of Teaching in South Asia

Jha¹,

Minni²,

Ahmed³

2020

Handbook of Education Systems in South Asia

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What Teachers Believe: Mental Models about Accountability, Absenteeism, and Student Learning

Cited by 6 publications

References 21 publications

Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness

Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness

Design and Use of a Mobile Application to Prevent Teachers’ Absenteeism in a Higher Education Setting

Mapping the Profession of Teaching in South Asia

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