Quality of teaching at secondary schools in Nicaragua, South Korea, and the Netherlands

By Grift, Wim J. C. M. Van De.
Routledge Taylor & Francis Group, 2024 , What are the differences in teaching quality in countries with large cultural and economic differences, such as Nicaragua, South Korea, and the Netherlands? Can these differences be bridged with training programmes? In Nicaragua, South Korea, and the Netherlands, respectively 271, 407, and 144 English and mathematics teachers in secondary education were observed by specially trained observers. The difference in teaching quality between Nicaraguan teachers and teachers in South Korea and the Netherlands is about 1.5 SD. The difference between Dutch and South Korean teachers is about .13 SD. After 160 hr of teacher training, in combination with training of observers in reliable observation, the Nicaraguan teachers grew slightly more than 1 SD. Further research should check whether a growth in teaching skills of teachers in developmental countries is accompanied by a growth in learning performance of students.

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A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools

By Bernhard, Roland.
Routledge Taylor & Francis Group, 2024 , This article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.

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Quality of teaching at secondary schools in Nicaragua, South Korea, and the Netherlands

A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools