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

World Bank, Washington, DC

关键词: TEACHER EFFECTIVENESS;    TEACHER ASSESSMENT;    MONITORING AND EVALUATION;    PRIMARY EDUCATION;    SECONDARY EDUCATION;   

DOI  :  10.1596/1813-9450-8396
RP-ID  :  WPS8396

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

This study documents the results of apilot study jointly undertaken by the World Bank and theGuangdong Department of Education to assess teachingpractices in public primary and junior secondary schoolsusing the Classroom Assessment Scoring System tool. The toolwas used to conduct classroom observations on anillustrative sample of 36 teachers in three counties acrossGuangdong. The pilot tested whether such a tool could beused to measure the strengths and weaknesses of teachingpractices in the Chinese context. It also informed howclassroom observations can be more consistently applied inthe province's Quality Assurance and Monitoring andEvaluation system. On average, teachers in this samplescored high on classroom organization, but lower onemotional support and instructional support. While there wassubstantial variation in performance across teachers, therewas only modest variation by county, urban versus ruralschool location, teacher type, grade, and years ofexperience. Teachers who believed that students should bethe focus of instruction (those who espouse student-centeredlearning) scored significantly higher across all domainsthan teachers who believed that teachers should be the focusof instruction (those who espouse teacher-centeredlearning). Together the results from this pilot provideinsights into how teacher training can address the mostcritical gaps in teaching practices.