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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.
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System Approach for Better Education Results (SABER) : What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching ProfessionThe document is organized as follows.
 Section one provides an overview of the general approach,
 main components and objectives of the framework, as well as
 an explanation of the evidence base that supported its
 development. Section two focuses on the first component of
 the framework, and describes the categories that are
 relevant to produce a comprehensive descriptive account of
 the teacher policies that are in place in a given education
 system. Section three, in turn, focuses on policy guidance.
 It reviews those policies that, based on the available
 evidence to date, are known to matter most to improve
 student outcomes. It describes in detail the evidence
 supporting each of these policies, as well as the ways in
 which high performing education systems combine them to
 ensure outstanding student outcomes. The document concludes
 presenting an account of how the framework is expected to
 evolve as new evidence on teacher policies becomes available.
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What Matters Most for Teacher Policies : A Framework PaperOver the past decade, both developed and
 developing countries have become growingly concerned with
 how to raise the effectiveness of teachers. The growing
 focus on the need to strengthen the teaching profession to
 ensure better education results has encountered the problem
 that evidence on the policies that raise teaching quality is
 scattered, incomplete and, in some cases, presents
 contradictory findings. This paper provides a framework for
 analyzing teacher policies in education systems around the
 world in order to support informed education policy
 decisions. It provides a lens through which governments,
 World Bank staff, and other interested parties can focus the
 attention on what the relevant dimensions regarding teacher
 policies are, what teacher policies seem to matter most to
 improve student learning, and how to think about
 prioritization among competing policy options for teacher
 policy reform. The systems approach for better education
 results (SABER) - teachers initiative aims to collect,
 analyze, synthesize, and disseminate comprehensive
 information on teacher policies across countries around the
 world. The focus of the paper is the description of the
 conceptual framework to analyze and assess teacher policies,
 as well as a review of the evidence base that supports it.
 The document is organized as follows: section one provides
 an overview of the general approach, main components, and
 objectives of the framework, as well as an explanation of
 the evidence base that supported its development. Section
 two focuses on the first component of the framework, and
 describes the categories that are relevant to produce a
 comprehensive descriptive account of the teacher policies
 that are in place in a given education system. Section three
 focuses on policy guidance. Section four concludes
 presenting an account of how the framework is expected to
 evolve as new evidence on teacher policies becomes available.