Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

Ezequiel Molina, Adelle Pushparatnam, Sara Elisabeth Rimm-Kaufman and Keri Ka-Yee Wong

No 8656, Policy Research Working Paper Series from The World Bank

Abstract: Even after spending five to six years sitting in a classroom almost every day for anywhere between four to seven hours, a significant share of students in low- and middle-income countries are still not able to read, write, or do basic arithmetic. What explains this"learning crisis?"A growing body of evidence suggests that poor teaching practices and little to no learning inside the classroom are the main culprits. As such, the learning crisis reflects a teaching crisis. So what can teachers do inside the classroom to tackle these joint crises? This paper systematizes the evidence regarding effective teaching practices in primary school classrooms, with special focus on evidence from low- and middle-income countries. By doing so, the paper provides the theoretical and empirical foundations for the content of the newly developed Teach classroom observation tool. Implications for teacher education and evaluation are also discussed.

Keywords: Educational Institutions&Facilities; Effective Schools and Teachers; Educational Sciences; Gender and Development; Pharmaceuticals Industry; Pharmaceuticals&Pharmacoeconomics (search for similar items in EconPapers)
Date: 2018-11-28
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Citations: View citations in EconPapers (1)

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