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Research ArticleArticles

How to Improve Teaching Practice?

An Experimental Comparison of Centralized Training and In-Classroom Coaching

Jacobus Cilliers, Brahm Fleisch, Cas Prinsloo and Stephen Taylor
Journal of Human Resources, July 2020, 55 (3) 926-962; DOI: https://doi.org/10.3368/jhr.55.3.0618-9538R1
Jacobus Cilliers
Jacobus Cilliers is at McCourt School of Public Policy, Georgetown University (). Brahm Fleisch is at University of Witwatersrand’s School of Education, South Africa. Cas Prinsloo is at Human Sciences Resource Council. Stephen Taylor is at the Department of Basic Education, Government of South Africa.
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Brahm Fleisch
Jacobus Cilliers is at McCourt School of Public Policy, Georgetown University (). Brahm Fleisch is at University of Witwatersrand’s School of Education, South Africa. Cas Prinsloo is at Human Sciences Resource Council. Stephen Taylor is at the Department of Basic Education, Government of South Africa.
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Cas Prinsloo
Jacobus Cilliers is at McCourt School of Public Policy, Georgetown University (). Brahm Fleisch is at University of Witwatersrand’s School of Education, South Africa. Cas Prinsloo is at Human Sciences Resource Council. Stephen Taylor is at the Department of Basic Education, Government of South Africa.
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Stephen Taylor
Jacobus Cilliers is at McCourt School of Public Policy, Georgetown University (). Brahm Fleisch is at University of Witwatersrand’s School of Education, South Africa. Cas Prinsloo is at Human Sciences Resource Council. Stephen Taylor is at the Department of Basic Education, Government of South Africa.
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Abstract

We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both modes teachers received the same learning materials and daily lesson plans, aligned to the official literacy curriculum. Students exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized training, compared to 0.24 if their teachers received in-class coaching. Classroom observations reveal that teachers were more likely to split students into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline student reading proficiency.

JEL Classification
  • I25
  • I20
  • I25
  • I28
  • O15
  • Received June 2018.
  • Accepted October 2018.
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Journal of Human Resources: 55 (3)
Journal of Human Resources
Vol. 55, Issue 3
1 Jul 2020
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How to Improve Teaching Practice?
Jacobus Cilliers, Brahm Fleisch, Cas Prinsloo, Stephen Taylor
Journal of Human Resources Jul 2020, 55 (3) 926-962; DOI: 10.3368/jhr.55.3.0618-9538R1

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How to Improve Teaching Practice?
Jacobus Cilliers, Brahm Fleisch, Cas Prinsloo, Stephen Taylor
Journal of Human Resources Jul 2020, 55 (3) 926-962; DOI: 10.3368/jhr.55.3.0618-9538R1
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Keywords

  • I25
  • I20
  • I28
  • O15
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