The Impact of Teacher Training on Student Achievement: Quasi-Experimental Evidence from School Reform Efforts in Chicago

AbstractThis paper presents a small theoretical model to compare school systems that segregate students by ability (“tracking”) with comprehensive ones, which allow for mixing of differently skilled students into same classes. The outcomes of interest are the achievement levels of weaker and better students, and the average achievement of all students. In the model, the instructional pace is tailored to the skill distribution of a class, and higher-achieving peers are an additional source of learning. The results show that differences in both the share of high-achievers and degree of interaction between student types can explain the mixed (quasi-)experimental evidence on the effect of de-tracking on student achievement. As changes in peer quality affect good and weak students’ achievement in very different ways, the term “peer effect” should be used with caution.

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Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context

Volume 5 - 2020, Issue 9 - September - International Journal of Innovative Science and Research Technology ◽

10.38124/ijisrt20jun467 ◽

2020 ◽

Vol 5 (6) ◽

pp. 702-709

Author(s):

Nguyen Thi Thu Van ◽

Ly Tuan Phu ◽

Dang Quynh Lien ◽

Nguyen Pham Phuong Khanh

Keyword(s):

Teacher Training ◽

Primary School ◽

School Teacher ◽

Cognitive Strategies ◽

Reading Performance ◽

Control Group ◽

Primary School Teacher ◽

Training Curriculum ◽

Quasi Experimental ◽

The Impact

This study aims to explore the effectiveness of cognitive reading strategies in primary school teacher training curriculum. Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study seeks to investigate the impact of cognitive strategies training on students’ reading comprehension. Findings from the study showed that cognitive strategies training incorporated into a primary school teacher training course could improve pre-service teachers’ reading performance. It is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage.

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The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement

Learning Disability Quarterly ◽

10.1177/0731948719830346 ◽

2019 ◽

Vol 43 (1) ◽

pp. 18-28 ◽

Cited By ~ 2

Author(s):

Jean Stockard

Keyword(s):

Student Achievement ◽

Teacher Preparation ◽

Teacher Training ◽

Direct Instruction ◽

Implementation Fidelity ◽

Effect Sizes ◽

Achievement Data ◽

Training Teacher ◽

Teacher Fidelity ◽

The Impact

This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules were related to lower levels of teacher fidelity, student progress at mastery, and student achievement. Most results were statistically significant and had large associated effect sizes. Implications for practice and policy are discussed.

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