ERIC Number: ED347159
Record Type: RIE
Publication Date: 1991-Oct
Reference Count: N/A
Comparing the Effects and Costs of Different Approaches for Educating Primary School Teachers: the Case of Sri Lanka. BRIDGES Research Report Series No. 10.
Tatto, Maria Teresa; And Others
This study, conducted by the Basic Research and Implementation in DevelopinG Education Systems (BRIDGES) project, examines the best use, effectiveness, and costs of the following approaches to preservice and inservice elementary school teacher training in Sri Lanka: (1) Colleges of Education; (2) Teachers' Colleges; and (3) Distance Education. An executive summary outlines data on which this study is based and presents important findings and policy implications for increasing the quality of education in developing countries. The paper is organized into five sections: (1) "Introduction" notes general issues of teacher education (the study of teacher education, what determines quality teaching, reasons for inadequate teacher training, inadequate research on teacher training, variations in teacher training programs, teacher training in Sri Lanka), the purpose of the research, and a policy framework; (2) "Research Methodology" describes concepts and variables, research design, data analysis, and limitations of the study; (3) "Results" covers program characteristics, program effectiveness (examining the evidence of program performance on effectiveness measures, comparing program trends, teacher performance related to pupil achievement, achievement of pupils taught by different groups of teachers, and pupil achievement, teacher training/performance, and school context variables), program costs, and program cost-effectiveness; (4) "Relationship between Program Characteristics and Their Effectiveness and Costs"; and (5) "Policy Implications" suggests alternative approaches. A reference list and several tables complete the document. (LL)
Descriptors: Comparative Analysis, Cost Effectiveness, Developing Nations, Distance Education, Educational Improvement, Elementary Education, Elementary School Teachers, Foreign Countries, Higher Education, Program Effectiveness, Schools of Education, Teacher Education Programs, Teacher Effectiveness
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Agency for International Development (IDCA), Washington, DC. Bureau of Science and Technology.
Authoring Institution: Harvard Univ., Cambridge, MA. Inst. for International Development.; Harvard Univ., Cambridge, MA. Graduate School of Education.
Identifiers: BRIDGES Project (Harvard University); Policy Implications; Sri Lanka