000			03917cam a22005055i 4500
001			210151
003			US-djbf
006			m d
007			cr cn|||||||||
008			020129s2014 dcu o i001 0 eng
020			_a9781464801525 _c34.99 USD
020			_z9781464801518
035			_a(The World Bank)210151
040			_aDJBF _beng _cDJBF _erda
100	1		_aBruns, Barbara. _922074
245	1	0	_aGreat Teachers : _bHow to Raise Student Learning in Latin America and the Caribbean / _cBruns, Barbara
264		1	_aWashington, D.C., _bThe World Bank, _c2014.
300			_a1 online resource (372 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aLatin American Development Forum
520	3		_aThe seven million teachers of Latin America and the Caribbean (LAC) are the critical actors in the region's efforts to improve education quality and raise student learning levels, which lag far behind those of OECD countries and East Asian countries such as China. This book documents the high economic stakes around teacher quality, benchmarks the current performance of LAC's teachers, and delineates the key issues. These include low standards for entry into teacher training, poor quality training programs that are detached from the realities of the classroom, unattractive career incentives, and weak support for teachers once they are on the job. New research conducted for this report in close to 15,000 classrooms in seven different LAC countries - the largest cross-country study of this kind to date - provides a first-ever insight into how the region's teachers perform inside the classroom. It documents that the average teacher in LAC loses the equivalent of one day of instructional time per week because of inadequate preparation, excessive time on administration (taking attendance, passing out papers) and a surprisingly high share of time physically absent from the classrooms where they should be teaching. Teachers also make limited use of available learning materials, espcially those using information and communications technology (ICT), and are unable to keep the majority of their students engaged. The book sets out the three priority lines of reform needed to produce great teachers in LAC: policies to recruit better teachers; programs to groom teachers and improve their skills once they are in service; and stronger incentives to motivate teachers to perform their best throughout their career. In every area, the book distills the latest evidence from inside and outside the region to provide practical guidance to policymakers in the design of effective programs and sustainable reforms. A final chapter analyzes the politics of recent major teacher reforms in Chile, Peru, Ecuador and Mexico, chronicling the prominent role of teachers' unions and the political and communications strategies that have underpinned successful reforms.
588			_aDescription based on print version record.
650		4	_aClassroom Observation _922075
650		4	_aEducation _922076
650		4	_aEducation Quality _922077
650		4	_aEducation Reform _922078
650		4	_aPublic Sector Development _922079
650		4	_aSocial Development _922080
650		4	_aStudent Learning _922081
650		4	_aTeacher Incentives _922082
650		4	_aTeacher Professional Development _922083
650		4	_aTeacher Quality _922084
650		4	_aTeacher Recruitment _922085
650		4	_aTeacher Training _922086
650		4	_aTeachers' Unions _922087
700	1		_aBruns, Barbara. _922074
700	1		_aLuque, Javier. _922088
776	0	8	_aPrint Version: _z9781464801518
830		0	_aLatin American Development Forum _922089
830		0	_aWorld Bank e-Library. _922090
856	4	0	_uhttp://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-0151-8
999			_c4712 _d4712