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: | , , , |
|---|---|
| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2018
|
| 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 |
| id |
okr-10986-29608 |
|---|---|
| recordtype |
oai_dc |
| spelling |
okr-10986-296082021-06-08T14:42:45Z Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China Coflan, Andrew Ragatz, Andrew Hasan, Amer Pan, Yilin TEACHER EFFECTIVENESS TEACHER ASSESSMENT MONITORING AND EVALUATION PRIMARY EDUCATION SECONDARY EDUCATION TEACHER TRAINING STUDENT LEARNING CLASSROOM OBSERVATION 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. 2018-04-03T15:41:27Z 2018-04-03T15:41:27Z 2018-04 Working Paper 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 English Policy Research Working Paper;No. 8396 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper East Asia and Pacific China |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
TEACHER EFFECTIVENESS TEACHER ASSESSMENT MONITORING AND EVALUATION PRIMARY EDUCATION SECONDARY EDUCATION TEACHER TRAINING STUDENT LEARNING CLASSROOM OBSERVATION |
| spellingShingle |
TEACHER EFFECTIVENESS TEACHER ASSESSMENT MONITORING AND EVALUATION PRIMARY EDUCATION SECONDARY EDUCATION TEACHER TRAINING STUDENT LEARNING CLASSROOM OBSERVATION Coflan, Andrew Ragatz, Andrew Hasan, Amer Pan, Yilin Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China |
| geographic_facet |
East Asia and Pacific China |
| relation |
Policy Research Working Paper;No. 8396 |
| description |
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. |
| format |
Working Paper |
| author |
Coflan, Andrew Ragatz, Andrew Hasan, Amer Pan, Yilin |
| author_facet |
Coflan, Andrew Ragatz, Andrew Hasan, Amer Pan, Yilin |
| author_sort |
Coflan, Andrew |
| title |
Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China |
| title_short |
Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China |
| title_full |
Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China |
| title_fullStr |
Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China |
| title_full_unstemmed |
Understanding Effective Teaching Practices in Chinese Classrooms : Evidence from a Pilot Study of Primary and Junior Secondary Schools in Guangdong, China |
| title_sort |
understanding effective teaching practices in chinese classrooms : evidence from a pilot study of primary and junior secondary schools in guangdong, china |
| publisher |
World Bank, Washington, DC |
| publishDate |
2018 |
| url |
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 |
| _version_ |
1764469799596851200 |