How much does the quality of teaching vary at under-performing schools? Evidence from classroom observations in Chile |
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| Institution: | 1. Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Chile;2. Centro de estudios avanzados en Justicia Educacional, Pontificia Universidad Católica de Chile, Chile;3. Escuela de Psicología, Pontificia Universidad Católica de Chile, Chile;4. Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile, Chile;1. Department of Educational Sciences, Yozgat Bozok University, Yozgat, Turkey;2. Faculty of Education, TED University, Ankara, Turkey;3. Department of Educational Sciences, Middle East Technical University, Ankara, Turkey;1. School of Education, Shaanxi Normal University, PR China;2. Teachers College, Columbia University, USA;1. Banco de la República, Bogotá, Colombia;2. Banco de la República, Cartagena, Colombia;3. Departamento Nacional de Planeación, Colombia;4. Ministerio de Educación Nacional, Colombia |
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| Abstract: | The present study aims to determine how much the quality of teaching varies among and within under-performing schools. 1266 classroom observations were conducted in 260 schools across Chile. An index of teaching quality was constructed to analyze its variance. It was found that only 4.8% of the variance is explained by the teacher’s school. This suggests that the variance in the quality of teaching is not among schools, but within teachers from the same school. These results are important for public policy, especially in the field of professional development, as they suggest that best practices can be found at under-performing schools. |
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| Keywords: | Under-performing schools Variation of teaching quality Bi-factor model Teacher quality Classroom observation |
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