The authors sought high quality evidence on reforms and interventions in education systems aimed at improving teacher effectiveness, at scale. This report provides an overview of that key evidence to answer 3 review questions:
What is the evidence on the impacts of reforms/interventions of education systems, at scale, to increase teacher effectiveness on the quality of teaching and on learning outcomes in low- and middle-income countries?
What is the evidence on the relationship between educational reforms/interventions for improving teacher effectiveness, at scale, and the quality of teaching and learning outcomes in low- and middle-income countries?
Where reforms/interventions to education systems to increase teacher effectiveness, at scale, have occurred, what is the evidence on how technical, financial and political barriers have been overcome?
There is a final report and protocol for this systematic review
Aslam M.; Rawal S.; Kingdon G.; Moon, B.; Banerji, R.; Das S.; Banerji M.; Sharman SK. Reforms to Increase Teacher Effectiveness in Developing Countries. London: EPPI-Centre, Social Science Research Unit, UCL Institute of Education, University College London or The Campbell Collaboration (2016), ix, 122p
Published 1 September 2016