Improving early literacy through teacher professional development: Experimental evidence from Colombia

Horacio Alvarez Marinelli , Samuel Berlinski , Matias Busso , Julian Martinez Correa
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Abstract

Teachers are a fundamental input for classroom learning. Consequently, teacher development is a policy priority for governments around the world. We experimentally evaluate the effectiveness of “Let’s All Learn to Read,” a curricular reform implemented via a one-year professional development program that trained and coached first-grade teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by trained teachers, students’ literacy scores in treated schools grew by 0.39 of a standard deviation compared to students in the control group. These gains persisted after the intervention finished; through the second and third grades.

通过教师专业发展提高早期读写能力:来自哥伦比亚的实验证据
教师是课堂学习的基本投入。因此,教师发展是世界各国政府的一项优先政策。我们通过实验评估了“让我们都学会阅读”的有效性,这是一项通过为期一年的专业发展计划实施的课程改革,该计划在整个学年对一年级教师进行培训和指导,并为他们和他们的学生提供结构化的材料。经过一年训练有素的老师的指导,实验组学生的读写能力分数比对照组学生提高了0.39个标准差。干预结束后,这些涨幅持续存在;直到二年级和三年级。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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