University of Oxford
RISE_WP-024_Improve_Teaching_Practices_Experimental_Comparison_Cilliers.pdf (2.22 MB)

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching

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posted on 2022-09-15, 11:15 authored by Jacobus Cilliers, Brahm Fleisch, Cas Prinsloo, Stephen Taylor
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom ob-servations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficency


RISE Funding

FCDO, DFAT and the Bill & Melinda Gates Foundation