Relevant bibliographies by topics / Primary school teachers – Zimbabwe

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Primary school teachers – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Primary school teachers – Zimbabwe"

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Dondofema, Tazivei, and Dr Wellington Samkange. "Challenges Faced by Primary School Teachers in Schools with Multi-Grade Classes in Zimbabwe: A Case for Ten Primary Schools in Gutu District in Masvingo Province of Zimbabwe." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (2016): 758–65. http://dx.doi.org/10.21276/sjahss.2016.4.7.3.

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Chirume, Silvanos. "Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects." Sumerianz Journal of Social Science, no. 312 (December 1, 2020): 150–61. http://dx.doi.org/10.47752/sjss.312.150.161.

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Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, c
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Shizha, Edward. "Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe." Australian Journal of Indigenous Education 37, no. 1 (2008): 80–90. http://dx.doi.org/10.1017/s1326011100016124.

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AbstractDespite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried
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Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.

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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Oth
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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.

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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender sign
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Nkomo, Duduzile, Peter Mulaudzi, and Buyisani Dube. "Assessment of learners with dyslexia in mainstream primary schools: An investigation." South African Journal of Education 41, no. 2 (2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1855.

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With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant cate
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Maharajh, Lokesh Ramnath, and Lucia Tsitsi Musikewa. "“Skill, drill, and kill”." International Journal for Innovation Education and Research 9, no. 2 (2021): 371–86. http://dx.doi.org/10.31686/ijier.vol9.iss2.2899.

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This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documen
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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual
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Govender, Nadaraj, and Godfrey Mutendera. "Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (2020): 356–68. http://dx.doi.org/10.1177/1177180120970935.

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Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Kn
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Chingara, Remigio, and Jan Heystek. "Leadership as agency in the context of structure." International Journal of Educational Management 33, no. 7 (2019): 1596–609. http://dx.doi.org/10.1108/ijem-01-2018-0028.

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Purpose The purpose of this paper is to examine how principals, deputy principals, heads of departments (HoDs) and teachers as leaders exercise their agency within and through the organisational structure of their schools to improve academic quality. Design/methodology/approach A case study was conducted in the wider context of school-based leadership. Principals, deputy principals, HoDs and teachers selected by means of purposive sampling from six primary and secondary schools in Harare Province of Zimbabwe participated in the study. Findings Leaders in schools in Harare Province were found t
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Dissertations / Theses on the topic "Primary school teachers – Zimbabwe"

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Musingarabwi, Starlin. "Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020912.

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Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit
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Jeko, Ishmael. "An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017553.

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As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study desi
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Selemani-Meke, Elizabeth. "An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.

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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for
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Ryf, Andrea L. "Primary school textbooks in Zimbabwe, an analysis in social context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25945.pdf.

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Machawira, Patricia. "Teachers living with AIDS underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-111501.

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Shumba, Jenn. "Secondary school children's experiences of bereavement: implications for school counselling in Harare Metropolitan Province." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007237.

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Death and bereavement are prevalent in Zimbabwe due to HIV/AIDS and other illnesses. It is estimated that a large population of school going learners have lost one or both parents and have become orphans. The aim of the study was two-fold: to understand the bereavement experiences of orphaned learners and to examine how such experiences can inform school counselling services. A multiple case study involving 13 school children and four school counsellors from two secondary schools in Harare Metropolitan Region was conducted. Each of the 17 participants was viewed as a bounded case due to his or
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Muzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.

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This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurabil
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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.

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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to
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Siu, Shun-mei, and 蕭舜美. "Primary school teachers' perceptions of project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.

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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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Books on the topic "Primary school teachers – Zimbabwe"

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Chivore, B. S. R. The effectiveness of the primary school teacher in Zimbabwe. Mambo Press, 1994.

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Council, Northern Ireland Curriculum. Guidance materialsfor primary teachers. Northern Ireland Curriculum Council, 1990.

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Neill, S. R. St. J. 1945-, ed. Primary teachers at work. Routledge, 1994.

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Woods, Peter. Creative teachers in primary schools. Open University Press, 1995.

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Banda, A. Familypac-- guidelines for teachers: For primary school teachers. Republic of Zambia, Ministry of Education, 2005.

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O'Hanlon, Geraldine Ann. Primary school teachers' attitudes towards dyslexia. The author], 1999.

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Howells, Kristy, Julia Lawrence, and Judith Roden, eds. Mentoring Teachers in the Primary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429424199.

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Elsley, Julia. Teachers and singing in the primary school. University of Surrey, 1993.

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Desta, Erkyhun. Primary school teachers' academic and professional performance. Curriculum Evaluation and Educational Research Division, Insitute for Curriculum Development and Research, 1991.

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Foyster, B. A. Swimming for primary schools: A guide for primary school teachers. Staffordshire County Council Physical Education Department, 1991.

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Book chapters on the topic "Primary school teachers – Zimbabwe"

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Schauer, Gila A. "Results: EFL Primary School Teachers." In Teaching and Learning English in the Primary School. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_6.

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Richardson, A. J. "Whole-School Staff Appraisal in the Primary School." In Appraising Teachers in Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003111870-7.

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Pattie, Yuk Yee, and Luk-Fong. "Intergenerational Issues Concerning Primary School Teachers." In Teachers' Identities and Life Choices. Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-81-4_6.

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Batanero, Carmen, Pedro Arteaga, Luis Serrano, and Blanca Ruiz. "Prospective Primary School Teachers’ Perception of Randomness." In Advances in Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7155-0_19.

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Eady, Sandra. "The importance of working with beginning teachers." In Mentoring Teachers in the Primary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-8.

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Cobb, Wendy E., Bea Stevenson, Lindsay Joyce, and Cornelia Lucey. "Supporting the wellbeing and additional needs of your mentees." In Mentoring Teachers in the Primary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-13.

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King, Hazel, Gina Donaldson, and Sonia Tomlinson. "Mentoring for mathematics." In Mentoring Teachers in the Primary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-17.

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Stone, Rachael. "Mentoring for reading." In Mentoring Teachers in the Primary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-19.

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Blake, Victoria. "Successful mentoring in action." In Mentoring Teachers in the Primary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-5.

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Lawrence, Julia. "Managing your role as a mentor." In Mentoring Teachers in the Primary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-6.

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Conference papers on the topic "Primary school teachers – Zimbabwe"

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Morales González, María Alejandra, and Yulia Solovieva. "Professional motives in primary school teachers." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.21.

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The purpose of this study was to analyze the professional motives of primary school teachers and their relation to the teaching/learning process. This research relies on the historic. cultural paradigm and the activity theory, especially the categories of motives proposed by A. Leontiev and N. Talizina. The study was based on semi.structured interviews with a teacher and six students of the 6th grade of a private urban primary school. It also included analysis of their written narratives and a video recording of a class session. Our findings suggest a relationship between the teacher’s motives
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Gea, M. Magdalena, Rafael Parraguez, and Rafael Roa. "PROSPECTIVE PRIMARY SCHOOL TEACHERS’ CONCEPTIONS OF SIMULATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0546.

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Garvin, Megean, Heather Killen, Jan Plane, and David Weintrop. "Primary School Teachers' Conceptions of Computational Thinking." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3287376.

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Hendriawan, D., Susilawati, N. Sundari, I. R. Ridwan, Tiurlina, and Fatihaturosyidah. "Primary School Teachers Perceptions Towards Preschool Education." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.028.

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Sousa, Silvana Freitas, and Vitor Goncalves. "MOOC on bullying for primary school teachers." In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476525.

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Khyzhniak, Inna, and Iryna Viktorenko. "Primary School Teachers’ Attitude to the New Ukrainian School Reform." In International Conference on Economics, Law and Education Research (ELER 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210320.051.

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Tapiska, Silvija, Milena Kresoja, Zoran Putnik, and Mirjana Ivanovic. "What deters primary school teachers from using ICT?" In 2016 IEEE 14th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2016. http://dx.doi.org/10.1109/sisy.2016.7601496.

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Abramauskiene, Jolanta. "Peculiarities of Future Primary School Teachers’ Musical Competence." In International Conference on Education. The International Institute of Knowledge Management (TIIKM), 2019. http://dx.doi.org/10.17501/24246700.2019.5104.

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Bakker, Saskia, Elise van den Hoven, Berry Eggen, and Kees Overbeeke. "Exploring peripheral interaction design for primary school teachers." In TEI'12: Sixth International Conference on Tangible, Embedded, and Embodied Interaction. ACM, 2012. http://dx.doi.org/10.1145/2148131.2148184.

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Hari, Tünde Hajnalka, and Iuliana Zsoldos-Marchis. "PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND OPINION ABOUT GAMIFICATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2058.

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Reports on the topic "Primary school teachers – Zimbabwe"

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development pr
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Leaver, Clare, Owen Ozier, Pieter Serneels, and Andrew Zeitlin. Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants: Experimental Evidence from Rwandan Primary Schools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/048.

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This paper reports on a two-tiered experiment designed to separately identify the selection and effort margins of pay-for-performance (P4P). At the recruitment stage, teacher labor markets were randomly assigned to a pay-for-percentile or fixed-wage contract. Once recruits were placed, an unexpected, incentive-compatible, school-level re-randomization was performed, so that some teachers who applied for a fixed-wage contract ended up being paid by P4P, and vice versa. By the second year of the study, the within-year effort effect of P4P was 0.16 standard deviations of pupil learning, with the
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables e
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school
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