RT Journal Article SR Electronic T1 How to improve teaching practice? An experimental comparison of centralized training and in-classroom coaching JF Journal of Human Resources JO J Hum Resour FD University of Wisconsin Press SP 0618-9538R1 DO 10.3368/jhr.55.3.0618-9538R1 A1 Jacobus Cilliers A1 Brahm Fleisch A1 Cas Prinsloo A1 Stephen Taylor YR 2019 UL http://jhr.uwpress.org/content/early/2019/02/04/jhr.55.3.0618-9538R1.abstract AB 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.