Relevant bibliographies by topics / Teams of teachers

Contents

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

Academic literature on the topic 'Teams of teachers'

Author: Grafiati
Published: 28 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Teams of teachers"

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Sun, Min, Susanna Loeb, and Jason A. Grissom. "Building Teacher Teams." Educational Evaluation and Policy Analysis 39, no. 1 (2016): 104–25. http://dx.doi.org/10.3102/0162373716665698.

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Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peer
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García, Leonor Margalef. "Encouraging Teachers’ and Students’ Innovation with the Support of Teacher Learning Communities." Center for Educational Policy Studies Journal 1, no. 1 (2018): 133–52. http://dx.doi.org/10.26529/cepsj.444.

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The purpose of this paper is to share knowledge generated through the implementation of “Teaching Innovation Teams” as a strategy for teachers’ professional development and innovation at the University of Alcala (Spain). We analyse the contributions of this strategy to the facilitation of curriculum innovation in higher education and reflect on some of theachievements and results of the activities carried out by these teams, identifying the dilemmas and difficulties that teachers experienced and that hinder the development of curriculum innovations. Finally, we outline some educational contrib
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Saada, Makintan. "Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo." Journal of Education and Academic Settings 1, no. 1 (2024): 1–16. http://dx.doi.org/10.62596/mcyw5g50.

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This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher team
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Rees, Carol, Rupinder Deol Kaur, and Colette Murphy. "Teachers and Teacher Candidates Learning Together: Reported Ideas Regarding a Co-Teaching Model." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (2020): 13–14. http://dx.doi.org/10.25071/1916-4467.40502.

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A recurring issue in science teacher education is how to support teachers using student-centred scientific inquiry projects. This study investigates the first year of a three-year project (Inquire Together) that aims to support teacher candidate/teacher mentor teams using student-centred scientific inquiry projects while co-teaching during practicum. Co-teaching involves two or more teachers working together, co-planning, co-instructing and co-reflecting, for the benefit of students and to support each other’s development as teachers. The steps in the first year of the Inquiry Together project
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Bouwmans, Machiel, Piety Runhaar, Renate Wesselink, and Martin Mulder. "Leadership ambidexterity: Key to stimulating team learning through team-oriented HRM? An explorative study among teacher teams in VET colleges." Educational Management Administration & Leadership 47, no. 5 (2018): 694–711. http://dx.doi.org/10.1177/1741143217751078.

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In vocational education and training (VET) colleges worldwide, teacher teams work on innovations to improve their educational quality. To foster this process, teams benefit from team-oriented human resource management (HRM) aimed at stimulating teachers’ team learning. This qualitative study explores in-depth how team leaders enact team-oriented human resource practices and how this affects teachers’ perceptions of these practices and their engagement in team learning. Interviews with four team leaders and group interviews with 11 teachers from these four teams were conducted in one VET colleg
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Rosvall, Per-Åke. "Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?" Educare, no. 1 (March 1, 2014): 56–78. http://dx.doi.org/10.24834/educare.2014.1.1161.

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There have been many attempts to reform the Swedish education system in order to reduce the size of the gaps between different upper secondary school programmes. These have included changes in teachers’ responsibilities and teacher education. Within an individual school, teachers of Swedish language, English and mathematics may teach students of both vocational and further study preparation programmes. However, an analysis of new teachers’ experiences and the organization of teacher teams at one school, Apel School, suggests that despite these reforms, some traditional preferences have persist
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Anjum, Allah Wasaya, Riffat un Nisa Awan, and Muhammad Zulqarnain. "Head’s Leadership Styles and Effectiveness of School Teams: Exploring the Role of Motivational Mechanisms." Journal of Research in Social Sciences 9, no. 1 (2021): 1–20. http://dx.doi.org/10.52015/jrss.9i1.92.

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The literature reveals that participative leadership style (PLS) is overwhelmingly advantageous over the contrasting directive leadership style (DLS). Therefore, the key objective of this study was to find out the relative effect of a PL style as compared to a DL style on the motivational mechanism (organizational commitment and empowerment) and effectiveness (innovation and in-role performance) of school staff teams. However, the mediating role of motivational mechanism in the relationship between school heads’ leadership styles and effectiveness of school staff teams had also been studied. T
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Ben Sasson, Dvora, and Anit Somech. "Observing aggression of teachers in school teams." Teachers and Teaching 21, no. 8 (2015): 941–57. http://dx.doi.org/10.1080/13540602.2015.1005865.

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Hedin, Laura, and Greg Conderman. "Pairing Teachers for Effective Co-Teaching Teams." Kappa Delta Pi Record 55, no. 4 (2019): 169–73. http://dx.doi.org/10.1080/00228958.2019.1659063.

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Ben Sasson, Dvora, and Anit Somech. "Do teachers misbehave? Aggression in school teams." Journal of Educational Administration 53, no. 6 (2015): 755–72. http://dx.doi.org/10.1108/jea-01-2014-0011.

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Purpose – Despite growing research on school aggression, significant gaps remain in the authors’ knowledge of team aggression, since most studies have mainly explored aggression on the part of students. The purpose of this paper is to focus on understanding the phenomenon of workplace aggression in school teams. Specifically, the purpose of the study was to examine whether team affective conflict in school teams mediates the relationship between team injustice climate (distributive, procedural, and interpersonal injustice climate) and team aggression. Design/methodology/approach – Data were co
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Dissertations / Theses on the topic "Teams of teachers"

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Clarkson, Barnard D. "Teachers, teams and technology: Investigating a team approach for supporting teachers' uptake of ICT." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/118.

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This study sought to explore the professional development of elementary school teachers who were keen to use Information and Communications (ICT) in their teaching and learning. The main object of the study was to investigate a model of professional development that would support teachers as they adopted ICT. At the same time a simple framework to help locate teachers on some typology of ICT uptake was desirable, on the grounds that such a typology could help teachers, professional development planners and schools in their use of and support for ICT and its associated professional development.
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Smith, Gregory William. "If teams are so good.. : science teachers' conceptions of teams and teamwork." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31734/1/Gregory_Smith_Thesis.pdf.

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The focus of this study is the phenomenon of teams and teamwork. Currently the Professional Standards of Queensland’s teachers state that teams are critical to teachers’ work. This study uses a phenomenographic approach to investigate science teachers’ conceptions of teams and teamwork in the science departments of fifteen Queensland State secondary schools. The research identifies eight conceptions of teams and teamwork. The research findings suggest that the team represents a collective of science teachers bounded by the Science Department and their current timetabled subject. Collaboration
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Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.

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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The pur
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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.

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Raynham, Catherine Louise. "School Management Teams' motivation of teachers in inclusive classrooms." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60975.

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Despite numerous studies into inclusive education in schools, little is known about how school management teams motivate and support teachers who teach in inclusive private schools in Johannesburg, South African. How the School Management Teams motivate teachers who teach learners whose behaviour and or educational needs differ from the norm, is explored in this case study. Two private primary schools were involved in the research. The two schools consist of learners from; diverse family, cultural, racial and religious backgrounds, varied socio-economic backgrounds with different academi
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Marshall, Esther. "Identity, Power, and Conflict in Preschool Teaching Teams." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6714.

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Despite the common occurrence of teaming in preschool classrooms, very little research has explored the experiences of teachers working in such a context. Due to a high turnover of preschool teachers and a recent change in the educational requirements of lead teachers in Head Start, it is anticipated that the number of young and inexperienced lead teachers is likely to increase. The purpose of this case study research is to illuminate the teaming relationships between young, recently qualified lead teachers and their assistants working together within one classroom. Over the course of a sch
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Fiedler, Barbara Casson Smith Paula J. "Characteristics of school-based assistance teams." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227167.

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Thesis (Ed. D.)--Illinois State University,<br>Title from title page screen, viewed Dissertation Committee: Paula J. Smith (chair), Mack L. Bowen, E. Paula Crawley, Kenneth H. Strand. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.
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Britton, Peter James. "A critical examination of effective team development : transforming a group of teachers into an effective team at a Queensland independent school." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36580/1/36580_Britton_1997.pdf.

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Teamwork is no longer an option. This is essential for growth and survival in a world undergoing rapid organisational change. Educational systems are changing world-wide as governments devolve, deregulate and advocate self-managing schools. A significant infra-structural aspect of a devolved, deregulated and self-managed school is the effective team. Effective work teams are achieving good results because they are structured around work and work systems. Consequently, for the new millennium, schools need people who understand the dynamics of effective teams and the skills to be effectiv
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Tsai, Jui-min. "Team teaching and teachers' professional learning case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186669636.

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Juck, Matthew Anthony. "Exploring how coteaching impacted beginning science teachers' agency." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 2.66 Mb., 181 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435858.

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Books on the topic "Teams of teachers"

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L, Grady Marilyn, and National Association of Elementary School Principals (U.S.), eds. From difficult teachers-- to dynamic teams. Corwin Press, 2009.

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Peery, Angela B. The data teams experience: A guide for effective meetings. Lead + Learn Press, 2011.

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Willerman, Marvin. Teachers helping teachers: Peer observation and assistance. Praeger, 1991.

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Augusta, Brenda. Lesson study - powerful assessment and professional practice. Building Connections Publishing Inc., 2013.

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Los Angeles County (Calif.). Office of Education. and Phi Delta Kappa, eds. DAP, developing a partnership. Phi Delta Kappa, 1994.

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Peel (Ont. : Regional municipality). Board of Education., ed. Partners in learning: A guide for the teacher and teaching assistant team. Peel Board of Education, 1993.

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ERIC Clearinghouse on Teaching and Teacher Education., ed. Collaboration between general and special education teachers. ERIC Clearinghouse on Teaching and Teacher Education, 1997.

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Fishbaugh, Mary Susan. The collaboration guide for early career educators. P.H. Brookes Pub., 2000.

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Cassandra, Erkens, ed. The collaborative teacher: Working together as a professional learning community. Solution Tree, 2008.

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author, Cleary Yvonne, and Slattery Darina M. author, eds. Virtual teams in higher education: A handbook for students and teachers. Information Age Publishing, Inc., 2016.

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Book chapters on the topic "Teams of teachers"

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Postholm, May Britt. "Teachers’ learning in reflecting teams." In Dimensions and Emerging Themes in Teaching Practicum. Routledge, 2018. http://dx.doi.org/10.4324/9781351209885-8.

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Gardner, Grant E., Colleen Karl, Miriam Ferzli, Damian Shea, David Haase, and Judy B. Day. "The Bennett’s Millpond Environmental Learning Project: Place-Based Education with Student-Teacher Research Teams." In Educating Science Teachers for Sustainability. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16411-3_14.

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Bakah, Marie A. B. "Tracing Teachers’ Professional Growth from Updating Polytechnic Courses in Design Teams." In Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20062-6_16.

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Smolinski, Pawel Robert, Marcin Szóstakowski, and Jacek Winiarski. "Technology Acceptance of MS Teams Among University Teachers During COVID-19." In Information Systems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95947-0_24.

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Nordgren, Kenneth. "Mapping Teachers’ Epistemic Beliefs in Collegial Planning." In Teachers and the Epistemology of History. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58056-7_7.

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AbstractNordgren explores a complementary path to teachers’ epistemic cognition that goes beyond the predominant focus on individual thinking. Based on a longitudinal project that follows teachers engaged in planning in subject-based teams, this chapter focuses on how teachers’ epistemic beliefs evolve in the act of pedagogical recontextualization. Methodologically, the collegial setting allows real-time access to teachers’ negotiations and decisions about content, learning goals, sequencing, and adjustments to students’ needs, without the filters of questionnaires and interviews. Theoreticall
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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.

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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunitie
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Prestridge, Sarah, and Katherine Main. "Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks." In Springer International Handbooks of Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71054-9_29.

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Prestridge, Sarah, and Katherine Main. "Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_29-1.

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Prestridge, Sarah, and Katherine Main. "Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_29-2.

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Monkevičienė, Ona, and Alvyra Galkienė. "Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_3.

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AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its
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Conference papers on the topic "Teams of teachers"

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Vasileva, Maya, and Kliment Naydenov. "THE SELECTION OF DIDACTIC RESOURCES IN THE GEOGRAPHY LESSON - AN EXPRESSION OF THE TEACHER'S DESIGN THINKING." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.91.

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From a scientific point of view, the origins of design thinking can be traced back to the late 1960s. The very concept of "design thinking" appeared in the late 1980s and 1990s, when Rolf Faste began teaching design thinking as a "method of creative action" at Stanford University. Since then, various definitions of this concept have been added to the literature. Although design thinking is a business methodology, today it is widely used in the public, non-governmental, health and education sectors. With a view to stimulating efficiency in training, today more and more educational institutions
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Kaulēns, Oskars, and Edīte Sarva. "Informal Learning for Creating Professional Support Groups for Teachers and School Leadership Teams: A Case Study." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.19.

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From the school year 2020/2021 the implementation of a competence-based curriculum has started in Latvia which determines new learning outcomes for students and at the same time defines new professional development needs for teachers. There are changes in the content that teachers need to learn and the learning approach that teachers need to use for their professional development to ensure that they meet the new quality requirements of teaching. In order to successfully implement new teaching and learning approaches and to promote the development of a wider learning community, teachers’ formal
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Malashenkova, V. L. "On Some Problems Of Preschool Teachers Work In Professional Teams." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.144.

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Hološová, Katarína. "Digitalizácia jazykového vzdelávania s Microsoft Teams." In Nové trendy profesijnej prípravy v Ozbrojených silách. Akadémia ozbrojených síl generála Milana Rastislava Štefánika, 2022. http://dx.doi.org/10.52651/ntpp.b.2022.9788080406301.174-178.

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The content of the article is focused on the use of Microsoft Team in language education as an innovative element in face-to face teaching and a necessary means of distance education. The article points out the possibilities of communication, mutual cooperation of students and teachers in the teaching process through teams and support tools that are compatible with the Microsoft Teams application.
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Hughes, Michael. "Unpacking Design-Build Nomenclature." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.59.

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The term design/build is a slight misnomer for these courses, which are intended less as surveys of the popular alternative delivery method than as hands-on clinics to teach students about sites, structures, materials, and joinery. Academic design/build programs remove design projects from the studio vacuum and push students to reconcile their drawings with real structures they can build, weld, wire, and plumb. They encourage students to work as part of collaborative teams, resolving conflicts, managing finances, and communicating with clients. Academics and construction industry professionals
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Ho, Chun Sing. "Fostering Sustainable and Thriving Teams: An Entrepreneurial Ecosystem Driven by Teachers." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2092279.

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Ho, Chun Sing. "Fostering Sustainable and Thriving Teams: An Entrepreneurial Ecosystem Driven by Teachers." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2092279.

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Datey, Aparna. "Drawing Towards a Collaborative Turn." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.28.

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Design curriculum and pedagogy are implicated in the exclusion,invalidation, and/or decentring of some knowledgesystems, and exclusion and marginalisation of certain typesof students and educators. This paper discusses curriculumdesign, knowledge translation, and co-construction in thecontext of casualisation and coloniality. The paper arguesthat decolonising design curriculum and pedagogy requiresapproaches that move beyond inclusive and diverse contenttowards considering power dynamics inherent in the studentteacherrelationships. It approaches decolonising designcurriculum and pedagogy as a
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Pilot, Andreas, Carolin Schulze, Kai Sassenberg, Nora Hampel, and Sebastian Damek. "Teaching co-creativity with building information modeling for sustainability analyses and engaged storytelling." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.13.

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Building Information Modeling (BIM) is becoming a central theme in the digital transformation of building design, con-struction and operation. Teaching strategies for the education of the cosmopolitan architect are challenging, as interdisci¬plinary collaboration skills are required. This paper presents a prototypic class designed to enable students to co-create buildings as co-creative-partners in interdisciplinary teams using BIM. The class used the openBIM method and focused on working with digital-building-models throughout the design- and planning phase, and collaborating and present¬ing
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Keogh, Sarah. "Embedded and Hopeful: A Curriculum for Change." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.14.

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The next generation of architects will face unprecedented challenges involving ecological collapse as well as related issues of culturally embedded social and political inequities. Architectural education has a key role to play in addressing this ongoing environmental crisis. Site-specific social and environmental design approaches need to become a core part of our undergraduate architectural curriculum. Students tend not to gain enough experience working within multidisciplinary teams and collaborating with community stakeholders, especially early in their design education, and both of these
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Reports on the topic "Teams of teachers"

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying po
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Díaz Gamboa, Juliana Andrea. Institutional Strengthening in Technological Competencies and Instructional Design to Address the Educational Challenges Presented by COVID-19 at ÚNICA. Institución Universitaria Colombo Americana, 2025. https://doi.org/10.26817/paper.31.

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The study investigated how the implementation of professional development (PD) programs has influenced the pedagogical practices of UNICA teachers during their synchronous sessions. The research question focuses on revealing what those practices are after one year of participating in the PD programs of digital tools and innovative didactic methodologies during 2020 and 2021. The methodology used is qualitative, as recommended by Cresswell (2012), to explore specific phenomena in the educational field from an in-depth perspective. The participants in this study were 24 teachers from the institu
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Smith, Kimberly, and Viki Young. A New Narrative: How Unlocking the Power of R&D Through Inclusive Innovation Can Transform Education. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/202.

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Across the country, district-community teams are tackling pressing and complex educational challenges with Inclusive Innovation, an education R&amp;D model that starts with centering the needs of those most impacted by these challenges. This paper shares the stories, solutions, outcomes, and learnings from years of deep collaboration in the words of students, parents, teachers, and district leaders who have worked together to tackle education challenges—and discusses how the Center for Inclusive Innovation, anchored in its core tenets, is building upon this work with the Inclusive Innovation 2
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Alcaíno, Manuel, Analia Jaimovich, Carolina Méndez, and Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003977.

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We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities. In contrast, we found that reducing
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying
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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004476.

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This paper studies the potential of personalized "smart" information interven- tions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achiev- able" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the
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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Luana Marotta, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004527.

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This paper studies the potential of personalized "smart" information interventions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achievable" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the ove
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Sierra Noakes, Sierra Noakes, Alison Shell, Alexis M. Murillo, et al. An Ethical and Equitable Vision of AI in Education: Learning Across 28 Exploratory Projects. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/232.

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This report shares the learnings across 28 exploratory projects from teams across K-12 school districts, nonprofits, and nonprofit and for-profit edtech companies, leveraging AI to support numerous goals across K-12 educational settings. Through this report, we aim to highlight the early successes of AI, surface the key barriers that call for cross-disciplinary and collective problem-solving, and consider the potential for each sector to drive forward an equitable future for AI in education. Preliminary findings from these projects show early evidence of AI’s effectiveness in various tasks, in
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was
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