Publication:
Training to Teach Science: Experimental Evidence from Argentina

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dc.contributor.authorAlbornoz, Facundo
dc.contributor.authorAnauati, Maria Victoria
dc.contributor.authorFurman, Melina
dc.contributor.authorLuzuriaga, Mariana
dc.contributor.authorPodesta, Maria Eugenia
dc.contributor.authorTaylor, Ines
dc.date.accessioned2018-09-25T17:25:05Z
dc.date.available2018-09-25T17:25:05Z
dc.date.issued2018-09
dc.description.abstractThis paper evaluates the learning impact of different teacher training methods using a random controlled trial implemented in 70 state schools in Buenos Aires, Argentina. A control group receiving standard teacher training was compared with two alternative treatment arms: providing a structured curriculum unit or receiving both the unit and weekly coaching. Following a 12-week intervention, there are substantial learning gains for students whose teachers were trained using structured curriculum units, as well as for those whose teachers received coaching (between 55 percent and 64 percent of a standard deviation more than those students in the control group). Coaching teachers does not appear to be cost-effective, as the unit cost per 0.1 standard deviation is more than twice the cost of using only the structured curriculum unit. However, additional coaching is particularly beneficial for inexperienced teachers with less than two years of teaching Science. Coaching teachers also showed specific gains for girls, who both learned and declared to enjoy science lessons more. Higher-performing students especially benefited from both interventions, with students from coached teachers performing particularly well in harder questions. Using structured curriculum units and providing coaching also affected teacher perceptions: teachers expressed that they enjoyed teaching Science more and taught more hours of Science, and that their students developed more skills. Results from a follow-up survey suggest persistent change in teacher practice, with the vast majority reporting using the structured curriculum unit one year after the intervention.en
dc.identifierhttp://documents.worldbank.org/curated/en/992241537378173492/Training-to-Teach-Science-Experimental-Evidence-from-Argentina
dc.identifier.doi10.1596/1813-9450-8594
dc.identifier.urihttps://hdl.handle.net/10986/30442
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Paper;No. 8594
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectSCIENCE EDUCATION
dc.subjectTEACHER TRAINING
dc.subjectEXPERIMENTAL STUDY
dc.subjectCURRICULUM
dc.subjectSECONDARY EDUCATION
dc.titleTraining to Teach Scienceen
dc.title.subtitleExperimental Evidence from Argentinaen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.associatedcontenthttps://openknowledge.worldbank.org/handle/10986/36716 Journal article
okr.crossref.titleTraining to Teach Science: Experimental Evidence from Argentina
okr.date.disclosure2018-09-19
okr.doctypePublications & Research
okr.doctypePublications & Research::Policy Research Working Paper
okr.docurlhttp://documents.worldbank.org/curated/en/992241537378173492/Training-to-Teach-Science-Experimental-Evidence-from-Argentina
okr.guid992241537378173492
okr.identifier.doi10.1596/1813-9450-8594
okr.identifier.externaldocumentum090224b086153228_1_0
okr.identifier.internaldocumentum30433494
okr.identifier.reportWPS8594
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/992241537378173492/pdf/WPS8594.pdfen
okr.region.administrativeLatin America & Caribbean
okr.region.countryArgentina
okr.statistics.combined1205
okr.statistics.dr992241537378173492
okr.statistics.drstats854
okr.topicEducation::Curriculum & Instruction
okr.topicEducation::Effective Schools and Teachers
okr.topicGender::Gender and Education
okr.topicEducation::Education For All
okr.topicEducation::Educational Sciences
okr.unitStrategy and Operations Team, Development Economics Vice Presidency
relation.isSeriesOfPublication26e071dc-b0bf-409c-b982-df2970295c87
relation.isSeriesOfPublication.latestForDiscovery26e071dc-b0bf-409c-b982-df2970295c87
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