How to “learn” about foundational learning

• In Event: Teacher Time on Task – Potential Solutions and Interventions

Proposal

Virtually all reforms or programs that impact student learning are mediated by changes in the interaction between teachers and students in the classroom. Yet research evidence tracing how this interaction changes, how long it takes for a reform or program to change classroom practice, and which interventions or classes of interventions are more impactful than others is limited.
Since standardized learning data across countries (especially at the level of foundational learning) is not realistic, standardized classroom observation using a consistent instrument across countries and programs is an essential strategy to remedy this knowledge gap.
Barbara Bruns will present a new classroom observation instrument developed in Brazil, called TEACH PLUS, that is a powerful tool for comparative research on how education reforms impact student learning. TEACH Plus generates the most versatile and comprehensive measures of classroom practice to date. All its variables can be directly compared with previous observation data collected using either the World Bank TEACH or Stallings instruments. She will present initial evidence from two new impact evaluations in Brazil using TEACH PLUS – a teacher “mindset” intervention and a program to introduce laptops and tablets into second grade classrooms for personalized learning. Expanding the use of TEACH PLUS across evaluations, programs and countries could significantly deepen our evidence base on foundational learning programs, and many other areas (teacher selection, teacher incentives) within as short as 3-5 years.

Author

• Barbara Bruns, Georgetown University