Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China
This study documents the results of a pilot study jointly undertaken by the World Bank and the Guangdong Department of Education to assess teaching practices in public primary and junior secondary schools using the Classroom Assessment Scoring Syst...
| Main Authors: | , , , |
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2018
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/133421522690796723/Understanding-effective-teaching-practices-in-Chinese-classrooms-evidence-from-a-pilot-study-of-primary-and-junior-secondary-schools-in-Guangdong-China http://hdl.handle.net/10986/29608 |
| Summary: | This study documents the results of a
pilot study jointly undertaken by the World Bank and the
Guangdong Department of Education to assess teaching
practices in public primary and junior secondary schools
using the Classroom Assessment Scoring System tool. The tool
was used to conduct classroom observations on an
illustrative sample of 36 teachers in three counties across
Guangdong. The pilot tested whether such a tool could be
used to measure the strengths and weaknesses of teaching
practices in the Chinese context. It also informed how
classroom observations can be more consistently applied in
the province's Quality Assurance and Monitoring and
Evaluation system. On average, teachers in this sample
scored high on classroom organization, but lower on
emotional support and instructional support. While there was
substantial variation in performance across teachers, there
was only modest variation by county, urban versus rural
school location, teacher type, grade, and years of
experience. Teachers who believed that students should be
the focus of instruction (those who espouse student-centered
learning) scored significantly higher across all domains
than teachers who believed that teachers should be the focus
of instruction (those who espouse teacher-centered
learning). Together the results from this pilot provide
insights into how teacher training can address the most
critical gaps in teaching practices. |
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