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Showing items related by title, author, creator and subject.
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Learning from Local Practices : Improving Student Performance in West Bank and GazaThe motivation for this study is to
 contribute to the preparation of the new Palestinian
 Education Strategy by shedding light on the school and
 classroom level factors that influence student learning, and
 to identify good practices that can be generalized from
 high-performing classrooms to those that need improvement.
 While most Palestinian children are in school, performance
 on assessments indicates that many of them are not learning
 as much as they could. This represents not only inefficiency
 in the use of public resources, but also a lost opportunity
 for individual students and the society as a whole. The
 current study was carried out by the Assessment and
 Evaluation Department (AED) of the Palestinian Ministry of
 Education and Higher Education (MoEHE) with technical and
 financial support from the World Bank. The analysis
 presented in this paper was prepared by the World Bank team
 as a complement to a previous paper prepared by a team of
 experts from AED. For the purposes of this study, schools
 were classified by student performance in TIMSS 2011 and the
 2012 Palestinian national exams. Classroom and school-based
 tools were then used to gather information from both high
 and low-performing schools. A total of 122 public, private
 and United Nations Relief and Works Agency for Palestine
 Refugees in the Near East (UNRWA) schools were surveyed
 using four different instruments: (i) stalling's
 classroom observations; (ii) school leadership survey; (iii)
 teacher survey; and, (iv) school facilities survey, which
 are all provided in annex one.
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Great Teachers : How to Raise Student Learning in Latin America and the Caribbean--OverviewWhile the importance of good teaching
 may be intuitively obvious, only over the past decade has
 education research begun to quantify the high economic
 stakes around teacher quality. In a world where the goals of
 national education systems are being transformed, from a
 focus on the transmission of facts and memorization to a
 focus on student competencies for critical thinking, problem
 solving and lifelong learning the demands on teachers are
 more complex than ever. Governments across the world have
 put teacher quality and teacher performance under increasing
 scrutiny. The Latin America and the Caribbean (LAC) region
 is no exception to these trends; indeed, in some key areas
 of teacher policy, the region is at the vanguard of global
 reform experience. The study aims to benchmark the current
 performance of LAC s teachers and identify key issues. It
 shares emerging evidence on important reforms of teacher
 policy being implemented in Lac countries. The study also
 analyzes the political room for maneuver for further reform
 in Lac. They focus on teachers in basic education
 (preschools, primary and secondary education) because the
 quantitative and qualitative challenges of producing
 effective teachers at these levels differ in key ways from
 university-level education, which has been addressed in
 other recent World Bank publications.
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Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student AchievementThe following report is the first of a
 two-stage video study to examine teaching practices and
 activities in Indonesian classrooms. The first stage is
 linked to results of the 2007 Trends in International
 Mathematics and Science Study (TIMSS) where 100 of the 150
 classes that participated in the TIMSS examination also
 participated in this additional video study component. The
 second stage will also involve 100 classes that will
 participate in the 2011 exam. The second phase will follow
 the same methodology, allowing for comparison across years,
 but will also involve more in-depth analysis of the links
 between teaching practices and student outcomes and how
 teaching practices are influenced by teachers' belief
 systems and subject content knowledge. Indonesia has been a
 committed participant in the TIMSS, Program for
 International Student Assessment (PISA) and the Progress in
 International Reading Literacy Study (PIRLS) international
 standardized student examinations for many years and is one
 of the few non-OECD (Organization for Economic Cooperation
 and Development) countries to participate so fully.
 Indonesian student performance in these examinations has
 been relatively low, even when taking socio-economic levels
 into account. For example, for mathematics Indonesia ranked
 36th out of 48 participating countries in TIMSS 2007, and
 its score of 397 was more than one standard deviation below
 the international average (Mullis et al, 2008). The results
 have been useful in providing an indication of
 Indonesia's relative standing in student achievement
 and its progress over time, but the real challenge is to
 take the next step and translate the results into an
 understanding of the factors leading to the test scores and
 what might be done to enhance student achievement in Indonesia.