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Global TIES for Children: Transforming Intervention Effectiveness and Scale
Outline of Presentation
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Experimental Impacts of the Quality Preschool for Ghana - - PowerPoint PPT Presentation
Experimental Impacts of the Quality Preschool for Ghana - - PowerPoint PPT Presentation
Experimental Impacts of the Quality Preschool for Ghana Interventions on T eacher Professional Well-being, Classroom Quality, and Childrens School Readiness Presenter: Edward Tsinigo Sharon Wolf, J. Lawrence Aber & Jere Behrman
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Outline of Presentation
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Context
- The 2012 GES report indicates that the 2004 KG
curriculum is sound, but that teacher behavior has not adapted to reflect new pedagogy.
- Key priorities -
- Train 27,000 untrained teachers in KG-specific
pedagogy.
- Engage parents and raise their awareness of KG-
specific pedagogy.
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The QP4G Project
- In partnership with Ghana Education Service, National
Nursery Teacher Training Center, University of Pennsylvania, New York University and Innovations for Poverty Action:
- Develop and test a nationally scalable model for teachers and
parents with the goal of improving KG quality and children’s school readiness.
- Two main parts – Teacher Training and Parental Awareness
Interventions.
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Intervention I – Teacher Training Program
In-service teacher training
- Led by the NNTTC trainers
- Five-day training at the start
- f the school year
- Refresher trainings 4 and 8
months later
In-classroom monitoring and coaching
- Led by the district education
coordinators
- Classroom visits
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Intervention II – Parental Awareness Program
3 sessions of parental awareness meetings (1/term) implemented through PTA meetings
Video screening
Discussion with focus on: (1) play-based learning, (2) parents’ role in child learning, and (3) encouraging parent- teacher and parent- school communication
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Research Design
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School-randomized control trial
- Stratified by public
and private KG schools
- Across 6 districts in
the Greater Accra Region
240 KG schools
- 108 public
- 132 public
Randomly assigned to one group only:
- Control group
- Teacher training
program
- Teacher training plus
parental awareness program
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Implementation: Are teachers integrating practices from the training in their classroom?
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Checklist with 15 teaching practices that were in the training. Teachers were videotaped teaching for 30-45 minutes.
3.2 4.6*** 4.8***
0.0 1.0 2.0 3.0 4.0 5.0 6.0
Number of activities observed
Control TT TTPA
Teachers used 1.5 additional
“developmentally appropriate” activities
during the lessons.
ES = 0.56 (TT), 0.61 (TTPA)
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Supporting student expression
- Student ideas considered
- Reasoning/problem solve
- Connections to life
- Language modeling
Facilitating deeper learning
- Scaffolding (concept
development)
- Quality of feedback
- Objectives explicit
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Classroom quality: Does QP4G improve the quality of teacher-child interactions?
Developed based exploratory and confirmatory factor analysis, we assess impacts
- n three dimensions of classroom quality.
Facilitating deeper learning
- Scaffolding (concept
development)
- Quality of feedback
- Objectives explicit
Emotional support & behavior management
- Positive climate
- Negative climate
- Teacher sensitivity/tone
- Behavior management
- Consistent Routine
Supporting student expression
- Student ideas considered
- Reasoning/problem solve
- Connections to life
- Language modeling
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3 1
- 0.11
0.64 0.52
- 0.16
0.66 0.09
- 1.00
- 0.80
- 0.60
- 0.40
- 0.20
0.00 0.20 0.40 0.60 0.80 1.00 Facilitating deeper learning Emotional support/behavior management Supporting student expression Effect Size (dwt) TT TTPA
* ** **
YES
QP4G improves the quality of some teacher-child interactions:
- a. emotional support/behavior
management, and
- b. supporting student expression
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T eacher professional well-being: Does QP4G improve teacher well-being?
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0.35
- 0.40
0.32 0.11
- 0.59
0.11
- 1.00
- 0.80
- 0.60
- 0.40
- 0.20
0.00 0.20 0.40 0.60 0.80 1.00 Motivation Burnout Job Satisfaction Effect Size (dwt) TT TTPA
** *
NO No improvement in teacher motivation and job satisfaction. YES Large reductions in teachers’ burnout
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T eacher attrition: Does QP4G reduce the likelihood that teachers’ leave the school mid-year?
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YES
The probability of a teacher leaving the school in the private sector was reduced by 45%. Notably, the effects were larger in the private sector.
0.407 0.223 0.268
0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 Predicted probability of attrition Control TT TTPA
* *
Private Schools
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School readiness: Does QP4G improves children’s school readiness? Which areas are impacts concentrated?
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0.16 0.11 0.11 0.18 0.11 0.03
- 0.03
- 0.03
0.13 0.04
- 0.25
- 0.20
- 0.15
- 0.10
- 0.05
0.00 0.05 0.10 0.15 0.20 0.25 School readiness Early literacy Early numeracy Social-emotional Executive function Effect size (dwt) TT TTPA
** * * **
YES Only the teacher training program improves
- verall children’s school
readiness Impacts are concentrated on academic and social- emotional outcomes
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One year later: Are teachers still using the practices from the training? Does improvement in classroom quality still persist?
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0.22
- 0.26
0.60
- 0.40
0.24
- 0.39
0.37
- 0.74
- 1
- 0.8
- 0.6
- 0.4
- 0.2
0.2 0.4 0.6 0.8 1 Fidelity checklist Facilitating deeper learning Emotional support/behavior management Supporting student expression TT TTPA * ** * * ***
YES Teachers are still using some of the training practices NO Improvements in classroom quality have faded out or become negative
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One year later: Are there sustained impacts of the QP4G program on children school readiness?
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0.13 0.03 0.08 0.13 0.11
- 0.06
- 0.05
- 0.05
0.01
- 0.07
- 0.3
- 0.2
- 0.1
0.1 0.2 0.3 School readiness Early numeracy Early literacy Social-emotional Executive function TT TTPA + * +
YES
Marginal impacts on children’s school readiness Positive impacts on children’s social- emotional skills persist.
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Conclusions and Policy Lessons
- QP4G is one of the first impact evaluations in sub-Saharan Africa
to show an in-service teacher training can improve KG quality and school readiness.
- The important role of refresher trainings and coaching visits is
consistent with research in high-income country contexts.
- Findings are consistent with related research, which find medium
to large effects on classroom process quality and a small effects
- n child outcomes.
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Conclusions and Policy Lessons
- It would be important to assess if these effects persist to support
children’s transition to primary school.
- QP4G took place in the peri-urban communities. It is critical to
consider if and how different contexts would require adaptations to ensure program success.
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Thank you!
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