When Promising Interventions Fail : Personalized Coaching for Teachers in a Middle-Income Country
Children in developing countries have deep deficits in math and language. Personalized coaching for teachers has been proposed as a way of raising teacher quality and child achievement. The authors designed a coaching program that focused on one as...
| Main Authors: | , , , , , |
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2022
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/859321644248745680/When-Promising-Interventions-Fail-Personalized-Coaching-for-Teachers-in-a-Middle-Income-Country http://hdl.handle.net/10986/36966 |
| Summary: | Children in developing countries have
deep deficits in math and language. Personalized coaching
for teachers has been proposed as a way of raising teacher
quality and child achievement. The authors designed a
coaching program that focused on one aspect of teacher
quality—teacher-child interactions—that researchers in
education and psychology have argued is critical for child
development and learning. The coaching program was
implemented in Ecuador, with 100 1st grade teachers randomly
assigned to treatment and 100 to control. Coaching improved
the quality of teacher-child interactions but reduced child
achievement. These results underline the importance of
evaluating new forms of professional development for
teachers, even those that follow best practice, before these
interventions are taken to scale. |
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