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Teacher Training, Mentoring or Performance Support Systems?

  • Roberto Araya
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 785)

Abstract

A major challenge in education is how to improve teaching. This means improving teaching so that all students effectively achieve the levels of performance stipulated in the curriculum and that they do so within the specified timeframes. This goal is particularly difficult to achieve in schools with students of low socioeconomic status. However, measuring the quality of instruction is not a straightforward task. This is partly due to a lack of rigorous and regular data on student performance gathered by independent third parties. On the other hand, there are several alternatives for improving teaching: teacher training, teacher mentoring programs and support systems to boost teacher performance. Our study looks at eight years of data on national standardized test scores for every school in a low SES district. We found that the effect size of a Performance Support System is larger than the benchmark effect sizes for teacher training and teacher mentoring programs.

Keywords

Performance Support Systems Teacher training  Teacher mentoring programs Effect sizes 

Notes

Acknowledgments

Funding from PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003 is gratefully acknowledged, as is the Fondef D15I10017 grant from CONICYT.

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Centro de Investigación Avanzada en EducaciónUniversidad de ChileSantiagoChile

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