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

Abstract

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Aprovechar el potencial de la mentoria docente en Ecuador

“…Para profundizar en este tipo de prácticas y maximizar su potencial de éxito, el PAPT puede servirse de la investigación realizada al respecto. Molina et al (2018b) sistematizan la evidencia sobre prácticas docentes efectivas. En base a esa evidencia desarrollan un instrumento de observación de clase que recoge las prácticas docentes efectivas más relevantes con un foco en países en desarrollo.…”

Disaster didacticism: Pedagogical interventions and the ‘learning crisis’

“…As such, the learning crisis is a reflection of a teaching crisis. (Molina et al, 2018) There is much about the statement above that captures the contemporary Zeitgeist surrounding pedagogy in lower-and middleincome countries (LMICs). Crisis is invoked twice.…”

Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique

“…Among the various factors affecting student literacy outcomes, teacher practices are arguably the most influential (e.g. Bold et al, ; Dubeck et al, ; Molina et al, ). In sub‐Saharan Africa (SSA), however, teachers often lack the professional competencies to help all students reach their academic potential, even when teachers view themselves as qualified for (Akyeampong et al, ) and dedicated to the teaching profession (Dubeck et al, ).…”