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The cost-effectiveness of two teacher professional development models on instructional practices and students’ outcomes: Evidence from DFID EiE in Nigeria

Tue, April 16, 1:30 to 3:00pm, Hyatt Regency, Floor: Bay (Level 1), Bayview B

Proposal

In emergency contexts there is urgent need for teachers to provide children with quality learning opportunities, but lack of qualified personnel to meet this great demand. Evidence from rigorous but mostly observational studies conducted in high income countries suggest that providing teachers with on-going professional development (PD) opportunities in the form of on-site coaching improves their instructional competencies (Darling-Hammond et al, 2017), but to date, there isn’t any rigorous study looking at the effect of on-going PD in contexts of emergency. Furthermore, what works in high income and stable societies may not apply to emergency settings. A small pilot study conducted by the IRC in Pakistan suggested that on-site coaching was not worth the cost and led to negative effects on teachers’ performance. Qualitative data suggested that teachers need to perceive their coaches as more experienced and knowledgeable than they are, but this is not the case in some emergency settings. This lone study was conducted using a very small sample of teachers and did not collect data on students’ outcomes.

We will share the present study which will build evidence around this issue using an RCT with two treatment arms and a control group to identify the cost-effectiveness of two different models of PD on teachers’ instructional practices and children’s learning and SEL outcomes.

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