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ERIC Number: ED347645
Record Type: Non-Journal
Publication Date: 1991-Mar
Pages: 41
Abstractor: N/A
Reference Count: N/A
Teaching Practices To Increase Student Achievement: Evidence from Pakistan. BRIDGES Research Report Series, No. 8.
Rugh, Andrea B.; And Others
Findings of a study that described effective teaching practices in Pakistan elementary schools and made recommendations for improving teacher effectiveness are presented in this paper. The research project was conducted by Basic Research and Implementation in DevelopinG Education Systems (BRIDGES) of Harvard University (Massachusetts). During 1988-89, a total of 63 fourth- and fifth-grade teachers were observed in 32 schools, teaching a total of 265 lessons. The teaching practices of teachers whose students had better achievement test scores than those of other students were compared. Findings indicate that effective teachers were more likely to use systematic logical sequences, which involved implementing synergistic practices, variety, and feedback and monitoring; adapting to their contexts; organizing instructional time; creating an orderly environment; and facilitating independent learning. Policy recommendations are made to formulate a clear statement of objectives; review assessment practices; provide teacher incentives; improve the quality of learning materials; offer practical inservice training; and provide instructional leadership. Seven tables and 17 endnotes are included. (18 references) (LMI)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Agency for International Development (IDCA), Washington, DC.
Authoring Institution: Harvard Univ., Cambridge, MA. Inst. for International Development.
Identifiers - Location: Pakistan