The impact of teacher professional development programs on student achievement in rural China: evidence from Shaanxi Province

Lu, Meichen; Loyalka, Prashant; Shi, Yaojiang; Chang, Fang; Liu, Chengfang; Rozelle, Scott

doi:10.1080/19439342.2019.1624594

Cited by 25 publications

(19 citation statements)

References 55 publications

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“…Similarly, as Lu et al (2019) found, some teaching methods taught to the teachers in recent PD programs such as use of ICT in the classroom, may be effective for urban schools. Schools in rural areas lack ICT facilities and therefore, the ideas acquired from such programs are less practical for teachers in rural schools.…”

Section: Effective Professional Developmentmentioning

confidence: 74%

Satiating Hunger with Water: Perceived Features of Professional Development for Teachers in Rural Pakistan

Nawab¹,

Zainulabidin²

2021

E&SD

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Aimed at understanding what makes Professional Development (PD) effective and valued for teachers, this research examines the perceptions of key stakeholders in rural Pakistan. A qualitative case study approach was used to draw on the experiences of the key stakeholders including providers of PD, officials of education department, school principals and teachers. Focus group interviews were used as the major research tool to generate data. The research findings revealed that stakeholders value a PD program that is relevant to teachers’ immediate needs, focuses on both content and pedagogy, involves active learning experiences, extends over a long period and includes follow-up support. It is found that the majority of the PD programs on offer for teachers lacked most of these features. Based on these findings, the research argues that the existing PD programs offered for teachers in rural Pakistan are externally driven and less informed by the views, needs and experiences of stakeholders. The research also highlights that context is a significant influential factor in determining features of PD for a particular region.

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Section: Effective Professional Developmentmentioning

confidence: 74%

Satiating Hunger with Water: Perceived Features of Professional Development for Teachers in Rural Pakistan

Nawab¹,

Zainulabidin²

2021

E&SD

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“…The results of this estimation appear in Table 2. Panel A is a parsimonious specification that includes only the strata and student level baseline test scores as control 29 Even though most of the teachers have an advanced degree, teacher content knowledge does not necessarily translate into the ability to explain content to students (Lu et al 2019). Further, the skills necessary to earn a university degree might not be applicable to the middle school curriculum.…”

Section: Achievementmentioning

confidence: 99%

Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

Beg¹,

Lucas²,

Halim³

et al. 2019

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Using two RCTs in middle schools in Pakistan, we show brief, expert-led, curriculum based videos integrated into the classroom experience improved teaching effectiveness-student test scores in math and science increased by 0.3 standard deviations, 60% more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the government high-stakes exams. In contrast, similar content when provided to students on personal tablets decreased student scores by 0.4SD. The contrast between the two effects shows the importance of engaging existing teachers and the potential for technology to do so.

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“…Research on teacher training program has conducted before by many researchers in formal education (Lu, 2019; see also Tian, 2020). Although, there are only few researches on teacher training program in tuition center.…”

Section: Introductionmentioning

confidence: 99%

A Portrait of Teacher Training Program for Tutors in Tuition Center in Indonesia

Ramadhani¹,

Florentinus²,

Utanto³

2020

IJCET

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Teacher training is a group of several activities conducted intentionally by a group of people or someone using many kinds of learning type to enhance capability, knowledge, experience and action to create meaningful learning. The aim of this study is to describe teacher training in tuition center. The method applied in this study is explanatory mixed method by Creswell. Data collection technique used are questionnaire, interview, observation and applied parametric inferential data for numerical data. The research result showed that even though tutors in tuition center are not from educational program, they still have high interest to teach. The existed training system is proven to be effective to teach pedagogical knowledge for tutors with non educational program. Training program for tutors are not systematic yet, therefore there is a huge oportunity and challenge for curriculum developer to create a curriculum for tutors in tuition center that can be use by all tuition center in Indonesia. This study proved that there is an urgent need of curriculum for teacher training program in tuition center and also become a reference to develop the curriculum. This study can be used as a reference for curriculum developer to create curriculum for tutors in tuition center.

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The impact of teacher professional development programs on student achievement in rural China: evidence from Shaanxi Province

Cited by 25 publications

References 55 publications

Satiating Hunger with Water: Perceived Features of Professional Development for Teachers in Rural Pakistan

Satiating Hunger with Water: Perceived Features of Professional Development for Teachers in Rural Pakistan

Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

A Portrait of Teacher Training Program for Tutors in Tuition Center in Indonesia

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