Mending the Education Divide
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries?.
| Autor principal: | |
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| Autor Corporativo: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Paris :
Organization for Economic Cooperation & Development
2022.
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| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009703569806719 |
Tabla de Contenidos:
- Intro
- Foreword
- Acknowledgements
- Table of contents
- Reader's guide
- Country coverage
- Classification of levels of education
- Reporting teacher data
- Reporting principal data
- International averages
- Data underlying the figures
- Rounding figures
- Focusing on statistically significant differences
- Abbreviations
- Further technical documentation
- References
- Executive summary
- 1 Overview: What TALIS insights about teacher allocation imply for policy
- Introduction
- Equality or equity?
- To what extent can TALIS identify "effective" teachers? Can TALIS 2018 data, which was collected before the COVID-19 pandemic, provide relevant insights into today's digital divides?
- Overview of the main findings
- Do students have equitable access to effective teachers?
- Students' access to experienced teachers
- Students' access to teachers who maximise instruction time
- Students' access to comprehensively trained teachers
- Students' access to teachers with high self-efficacy
- Students' access to cognitive activation
- Students' access to clarity of instruction
- Do students have equitable access to digital learning in school? Students' access to ICT equipment
- Students' access to teachers with high self-efficacy in the use of ICT
- Students' access to teachers who use ICT for teaching on a regular basis
- Teacher allocation and learning divides
- How access to effective teachers is related to socio-economic inequality in student performance
- How access to effective teachers is related to school autonomy and competition
- What these findings imply for policy
- Ensure that all schools have the capacity to recruit and retain effective teachers
- Provide incentives for teachers to work in high-need areas Review criteria for recruitment and transfers of teachers
- Provide support to teachers working in more challenging schools
- Ensure equitable and transparent funding allocation for schools
- References
- Notes
- 2 Do students have equitable access to effective teachers and learning environments?
- Introduction
- The allocation and sorting of effective teachers across schools
- Experienced teachers
- Content of formal education
- Self-efficacy
- Fairness in students' exposure to effective teaching practices
- Cognitive activation
- Clarity of instruction Time spent on actual teaching
- Effective learning environments and the importance of school leaders
- Instructional leadership
- Teachers' access to mentoring
- The relationship between teacher characteristics, school characteristics, and teaching practices
- References
- Notes
- 3 Do students have equitable access to digital learning in school?
- Introduction
- Do students have access to ICT equipment and Internet in school?
- Differences in students' access to ICT equipment across schools
- Differences in students' access to Internet across schools.
