Evidence-based teaching: effective teaching practices in primary school classrooms.
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| Title: | Evidence-based teaching: effective teaching practices in primary school classrooms. |
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| Authors: | Carter, Emma1 (AUTHOR) carter.1@unimelb.edu.au, Molina, Ezequiel2 (AUTHOR), Pushparatnam, Adelle2 (AUTHOR), Rimm-Kaufman, Sara3 (AUTHOR), Tsapali, Maria4 (AUTHOR), Wong, Keri Ka-Yee5 (AUTHOR) |
| Source: | London Review of Education. 2024, Vol. 22 Issue 1, p1-17. 17p. |
| Subject Terms: | *Effective teaching, *Observation (Educational method), *Teacher effectiveness, *Assessment of education, *Teacher influence |
| Abstract: | Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers' varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils' cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers' use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation. [ABSTRACT FROM AUTHOR] |
| Copyright of London Review of Education is the property of UCL Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182439771 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evidence-based teaching: effective teaching practices in primary school classrooms. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Carter%2C+Emma%22">Carter, Emma</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> carter.1@unimelb.edu.au</i><br /><searchLink fieldCode="AR" term="%22Molina%2C+Ezequiel%22">Molina, Ezequiel</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pushparatnam%2C+Adelle%22">Pushparatnam, Adelle</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rimm-Kaufman%2C+Sara%22">Rimm-Kaufman, Sara</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tsapali%2C+Maria%22">Tsapali, Maria</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wong%2C+Keri+Ka-Yee%22">Wong, Keri Ka-Yee</searchLink><relatesTo>5</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22London+Review+of+Education%22">London Review of Education</searchLink>. 2024, Vol. 22 Issue 1, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+influence%22">Teacher influence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers' varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils' cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers' use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of London Review of Education is the property of UCL Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14324/LRE.22.1.08 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Effective teaching Type: general – SubjectFull: Observation (Educational method) Type: general – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Assessment of education Type: general – SubjectFull: Teacher influence Type: general Titles: – TitleFull: Evidence-based teaching: effective teaching practices in primary school classrooms. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Carter, Emma – PersonEntity: Name: NameFull: Molina, Ezequiel – PersonEntity: Name: NameFull: Pushparatnam, Adelle – PersonEntity: Name: NameFull: Rimm-Kaufman, Sara – PersonEntity: Name: NameFull: Tsapali, Maria – PersonEntity: Name: NameFull: Wong, Keri Ka-Yee IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14748460 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: London Review of Education Type: main |
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