Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

65 Pages Posted: 29 Nov 2018 Last revised: 5 Dec 2018

See all articles by Ezequiel Molina

Ezequiel Molina

World Bank

Adelle Pushparatnam

World Bank

Sara Elisabeth Rimm-Kaufman

University of Virginia - The Curry School of Education

Keri Ka-Yee Wong

University College London

Date Written: November 28, 2018

Abstract

Even after spending five to six years sitting in a classroom almost every day for anywhere between four to seven hours, a significant share of students in low- and middle-income countries are still not able to read, write, or do basic arithmetic. What explains this "learning crisis?" A growing body of evidence suggests that poor teaching practices and little to no learning inside the classroom are the main culprits. As such, the learning crisis reflects a teaching crisis. So what can teachers do inside the classroom to tackle these joint crises? This paper systematizes the evidence regarding effective teaching practices in primary school classrooms, with special focus on evidence from low- and middle-income countries. By doing so, the paper provides the theoretical and empirical foundations for the content of the newly developed Teach classroom observation tool. Implications for teacher education and evaluation are also discussed.

Keywords: Educational Institutions & Facilities, Effective Schools and Teachers, Educational Sciences, Gender and Development, Pharmaceuticals Industry, Pharmaceuticals & Pharmacoeconomics

Suggested Citation

Molina, Ezequiel and Pushparatnam, Adelle and Rimm-Kaufman, Sara Elisabeth and Wong, Keri Ka-Yee, Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms (November 28, 2018). World Bank Policy Research Working Paper No. 8656. Available at SSRN: https://ssrn.com/abstract=3292610

Ezequiel Molina (Contact Author)

World Bank ( email )

1818 H Street, NW
Washington, DC 20433
United States

Adelle Pushparatnam

World Bank

1818 H Street, NW
Washington, DC 20433
United States

Sara Elisabeth Rimm-Kaufman

University of Virginia - The Curry School of Education

Charlottesville, VA 22903-2495
United States

Keri Ka-Yee Wong

University College London

Gower Street
London, WC1E 6BT
United Kingdom

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