1. Teachers, Pedagogy and Student Achievement
Richard J. Kraft
University of Colorado-Boulder
World Bank Consultant

2. 40 no or low cost policies for higher student achievement
Cost-Effective Ranking of Educational Policies by Policy Specialists (Schiefelbein, Wolff, Schiefelbein, 1998)
40 no or low cost policies for higher student achievement
1. Assign best teachers to first grade
2. Do not switch teacher during school year
4. Enforce policies on length of school year
6. Test 10% of 4th graders-report to teachers
9. Revise maths and reading curriculum
16. Classroom libraries

3. The teacher is the key to good schools and high achievement!

4. Teacher and Pedagogical Attributes Affecting Student Achievement (Adapted from Fuller and Clarke, 1994)
Factors Studied Significant Effects with Number of Total Analyses
Primary Secondary
Teacher’s length of education
Total years of schooling 9:18 5:8
Tertiary or teacher college 21:37 8:14
In-service teacher training 8:13 3:4
Teacher gender (female) 1:2 2:4

5. Mr. Mohammed, Outstanding Teacher in Egypt

6. Teacher and Pedagogical Attributes Affecting Student Achievement (Adapted from Fuller and Clarke, 1994)
Factors Studied Significant Effects with Number of Total Analyses
Primary Secondary
Teacher subject knowledge
or language proficiency 4:
Teacher experience 13:23 1:12
Teacher salary level 4:11 2:11
Teacher social class 7:

7. Do small or large group pedagogy make a difference?

8. Teacher and Pedagogical Attributes Affecting Student Achievement (Adapted from Fuller and Clarke, 1994)
Classroom pedagogy and organization
Primary Secondary
Instructional time 15:17 12:16
Active pedagogy 3:8 2:5
Frequent monitoring
of pupil performance 3:4 0:1
Class preparation
time :8 1:2

9. Can parents improve schools. Imam-Council President
Can parents improve schools? Imam-Council President. Women Voting for first time in School Board election-Egypt.

10. Teacher and Pedagogical Attributes Affecting Student Achievement (Adapted from Fuller and Clarke, 1994)
Classroom pedagogy and organization
Primary Secondary
Frequency of homework 9:11 2:2
Teacher efficacy 1:1 0:1
Cooperative-learning
task structure :3

11. PAKEM,CLCC,MBA improve gov’t and religious schools in Indonesia

12. Teacher Quality and Student Achievement (Darling-Hammond, 2000)
“Measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics…policies regarding teacher education, licensing, hiring and professional development may make an important difference in the qualifications and capacities that teachers bring to their work.”

13. Teacher Quality and Student Achievement (Darling-Hammond, 2000)
“Teacher effectiveness is a strong determinant of class differences in student learning, far outweighing the effects of differences in class size and heterogeneity. Students who are assigned to several ineffective teachers in a row have significantly lower achievement and gains.”

14. Teacher Quality and Student Achievement (Darling-Hammond, 2000)
Factors: Teacher Performance/Student Achievement
Variable Research Results
a. Teacher Intelligence Low or insignificant
b. Verbal ability More sensitive measure
c. Subject Knowledge Mixed results
d. Education courses Math/science positive
e. Year’s experience Levels off at 5 yrs.
f. Licensing Positive/mixed

15. Does the form of pedagogy affect student achievement?

16. Teacher Quality and Student Achievement (Darling-Hammond, 2000)
Factors: Teacher Performance/Student Achievement
Variable Research Results
f. Flexibility, creativity positive
g. Clarity, enthusiasm positive
h. Task-oriented behavior positive
i. Variability of lessons positive
j. Teaching repertoire (experience and skill based, direct and indirect, lecture and small group instruction)

17. Some Key Lessons on Teachers and Student Achievement
Subject and Age Appropriate Pedagogy
Time: Full school year and school day
Time on task
Teachers-students on time and controlled absences
Best teachers in early grades
Master reading, writing and maths in early grades
Class and school libraries, laboratories actually used
Active, creative, higher order thinking and questioning, experimentation, experiential, skill based teaching
Parental support and a “reading culture”
Nutrition and Feeding
Early Childhood Education
Teachers-Teaching-Teachers, Observation of Other Classes,

18. Does mass testing make a difference in student achievement?

19. Teachers and Student Achievement (AERA, 2004)

20. Exemplary Pre-school and Kindergarten Programmes
Catholic Sister’s Programme Eritrea
Universal Kindergarten/Pre-school------Chile
Head Start U.S.
Infant Schools Great Britain
Early Childhood Teacher Training----Canada

21. Is early childhood education important for later achievement?

22. Do parent and community involvement affect student achievement?

23. Exemplary Primary School Programmes-Student Achievement
Escuela Nueva (New School)--Latin America
Breakthrough to Literacy -----S. and E. Africa
Primary Reading Programme Zambia
PAKEM/CLCC Indonesia
New Schools Project Egypt
Fé y Alegría Latin America
SEQIP Indonesia

24. New Schools Project-Egypt

25. Do service learning and peer tutoring make a difference?

26. Exemplary Secondary School Programmes-Student Achievement
Lesson Study Japan
Don Bosco Vocational Schools Worldwide
EDUCO Honduras
Service Learning Argentina, U.S., China
Middle Schools OECD, U.S.
Apprenticeships Germany, Japan
Languages Netherlands, Scandinavia
Textbooks Singapore
Teachers Training Teachers(TTT)---Cuba, Lat.Am.

27. Does Class Size affect Student Achievement?

28. Do desks and textbooks affect achievement?

29. Do curriculum guides make a difference?

30. Factors Significant Effects with Number of Total Analyses
School Inputs Affecting Student Achievement (Adapted from Fuller and Clarke, 1994)
Factors Significant Effects with Number of Total Analyses
Primary Secondary
Class Size 9:26 2:22
Textbooks 19:26 7:13
School Library 16:18 3:4
Science Laboratories 5:12 1:1
Nutrition and Feeding 7:8 1:1
Expenditure per pupil 3:6 3:5

31. Does infrastructure affect quality of schooling?

32. Do you need a classroom or a building to have a school?

33. Do class or school libraries make a difference in student achievement?

34. Pre-Service Teacher Education Entrance Criteria
Korea, Malaysia, Singapore, and Rep. of China
National written examinations for entrance
Germany
National oral and written examinations for entrance
France, New Zealand, Canada, U.S.A. and Japan
Institutions set own entrance criteria

35. Pre-Service Teacher Education Programmes: Degree level
Canada, U.S.A., Japan
Bachelor’s degree or fifth year program for both primary and secondary teachers
Australia, New Zealand Indonesia, and Hong Kong (recent)
Upgrading primary teachers to bachelor’s degree

36. Pre-Service Teacher Education Programs-Subject Concentrations
Many countries have primary education as a subject concentration
Canadian provinces and China Taipei
One subject concentration for primary
Hong Kong and Germany
Two subject concentrations for primary
Secondary teachers worldwide have one or two subject concentrations

37. Do practical experiences make a difference for new teachers?

38. Pre-Service Student Teaching
Full-year internship--France, Luxembourg, Belgium, Taiwan
Two year internship/courses----Germany
One-Semester U.S.
One week or less Many in Egypt

39. Exemplary Pre-Service Teacher Education Programmes
Botswana: University-Based Excellence,
Train TTC Instructors, Tied to school curriculum
Pakistan-Mobile Teacher Training Unit-Girls
Chile, U.S.-Theory and Practice, Early Childhood, Accreditation (NCATE)
Bangladesh-BRAC, Community Women
Great Britain -Open University

40. Exemplary In-Service, Continuous Professional Development (CPD)
Sri Lanka-Cost effective 9:1 ratio university or normal school based versus distance learning
Egypt and Others -Teacher & Supervisor Standards
Uganda- Clinical Supervision
Japan-Lesson Study
Latin America- Teachers-Training-Teachers

41. Betty Jawoko Clinical Supervision, Uganda

42. Student Achievement
Singapore, Hong Kong, China-Taiwan, Japan, and Korea
High student achievement on most international examinations-teacher role in student achievement under study

43. Research on Teaching United States
School-based research by university researchers
Action-research by classroom teachers

44. Oscar Mogollón, Colombia Founder, New School’s Movement

45. Exemplary Programme I (Kraft, 1999, Schiefelbein, 2001)
Colombia, Guatemala, Nicaragua, Peru, Uganda
New Schools (Escuela Nueva)
1. Democratic Education and Student Leadership
2. Community Involvement and Shared Decision Making
3. Empowered Teacher Authors and Trainers
4. Continuous Assessment and Flexible Promotion
5. Individualized and Small Group Instruction

46. Exemplary Programme I 6. Cultural Sensitivity and Local Content
7. Active Learning and Teacher Facilitators
8. Learning Centers and Classroom Libraries
9. Student Workbooks and Teacher Handbooks
10. Local Control and National Commitment

47. Median Scores on the First International Comparative Study (UNESCO/OREALC), 1998
Colombia
Urban Rural
Language Math Language Math

48. Frances Sampa, Zambia Director, Primary Reading Prog.

49. Exemplary Programme II (Sampa, 2005)
Zambia
Primary Reading Programme (Breakthrough to Literacy)
Literacy training-language experience
Mother tongue and English
Teacher workbooks
Student writing
Grade 1 surpass Grade 5: 700% gain 1 year

50. Primary Reading Programme E. and S. Africa-Uganda, Zambia

51. Exemplary Programme III (Gasparini, 2000)
Cuba
Teacher empowerment
School competition
Local curriculum development
High student achievement

52. Country Language Math Cuba 343 351 Argentina 263 251 Chile 259 242
Median Scores on the First International Comparative Study (UNESCO/OREALC), 1998
Country Language Math
Cuba
Argentina
Chile
Brazil
Honduras

53. Exemplary Programme IV Japan-Lesson Study (Lewis, 2002)
Increased student autonomy and initiative, and close observation of student learning and needs
Learning how to learn, problem solving
Teaching for understanding of imp’t subjects
Teachers jointly plan research lessons
Student co-operative learning, engagement
Focus on academic outcomes
Content chosen to meet student needs
Shared observation of live lessons

54. My Favorite School! Jardin de Niños El Simiente (Adapted from Bernbaum and Kraft, 2002)
Multigrade (3 teachers for 8 grades), creative leadership, Montessori, Escuela Nueva, manipulatives, garden, fish pond, 5000 tree nursery, handicapped accessible, dance troupe, band, hundreds of books, read 1 book per day per student, typewriters, active science, founded jr. secondary, student work, parental involvement, workshops for other teachers, clean but minimal infrastructure