Related items
Showing items related by title, author, creator and subject.
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Educating the Next Generation : Improving Teacher Quality in CambodiaThis book diagnoses Cambodian teaching
 quality and presents policy options for reform. Through
 classroom observation, assessments of mathematics and
 pedagogical content knowledge, and surveys of teachers and
 school directors, it sheds light on content and instruction,
 interactions with school directors, instructional support
 systems, and the implementation of teacher standards. The
 book investigates the competencies and skills of those
 attracted to teaching; it assesses the extent to which
 preservice education in Cambodia is delivering graduates
 with high content mastery and exposure to a student-centered
 learning environment; and it examines how teacher
 performance has been impacted by national incentives, an
 evaluation system that is disconnected from classroom
 realities, and the extent to which opportunities to learn
 and share best-practice lessons with peers exists. Out of
 the diagnosis follow three policy pillars to reform how
 teachers are trained, maintained, and motivated. First, the
 government must make teaching a much more attractive
 profession. Second, it must improve how teachers are
 prepared. And third, it must encourage stronger classroom
 performance. The book contains detailed recommendations
 under each policy pillar and provides the platform for
 Cambodia to undertake its next generation of educational reform.
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Teachers in Anglophone Africa : Issues in Teacher Supply, Training, and ManagementBased on case studies of education systems and practices in eight English-speaking African countries, the publication closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse. Teachers in Anglophone Africa offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies.
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Kazakhstan TeachersA new tool, systems approach for better
 education results (SABER) teachers, aims to help fill the
 gap by collecting, analyzing, synthesizing, and
 disseminating comprehensive information on teacher policies
 in primary and secondary education systems around the world.
 SABER teacher's collects data on 10 core teacher policy
 areas to offer a comprehensive descriptive overview of the
 teacher policies that are in place in each participating
 education system. To offer informed policy guidance SABER
 teachers analyzes the information collected to assess the
 extent to which the teacher policies of an education system
 are aligned with those policies that research evidence to
 date has shown to have a positive effect on student
 achievement. SABER teachers analyzes the teacher policy data
 collected to assess each education system's progress in
 achieving eight teacher policy goals: (1) setting clear
 expectations for teachers; (2) attracting the best into
 teaching; (3) preparing teachers with useful training and
 experience; (4) matching teachers' skills with
 students' needs; (5) leading teachers with strong
 principals; (6) monitoring teaching and learning; (7)
 supporting teachers to improve instruction; and (8)
 motivating teachers to perform. By classifying countries
 according to their performance on each of the eight teacher
 policy goals, SABER teachers can help diagnose the key
 challenges that countries face in ensuring they have
 effective teachers.