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Through the Looking Glass (Record no. 30390)

000 -LEADER
fixed length control field	02884cam a22003494a 4500
001 - CONTROL NUMBER
control field	8156
003 - CONTROL NUMBER IDENTIFIER
control field	The World Bank
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20181114095529.0
006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS--GENERAL INFORMATION
fixed length control field	m o d
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field	cr cn\|\|\|\|\|\|\|\|\|
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	160311s2017 dcu o i00 0 eng
024 8# - OTHER STANDARD IDENTIFIER
Standard number or code	10.1596/1813-9450-8156
035 ## - SYSTEM CONTROL NUMBER
System control number	(The World Bank)8156
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Bruns, Barbara.
245 10 - TITLE STATEMENT
Title	Through the Looking Glass
Medium	[electronic resource] :
Remainder of title	Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? /
Statement of responsibility, etc	Barbara Bruns.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc	Washington, D.C. :
Name of publisher, distributor, etc	The World Bank,
Date of publication, distribution, etc	2017.
300 ## - PHYSICAL DESCRIPTION
Extent	1 online resource (44 p.)
520 3# - SUMMARY, ETC.
Summary, etc	This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers' effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 secondary schools, teachers were provided with benchmarked feedback from classroom observations and access to expert coaching. Schools' uptake of the coaching program was high (85 percent). Over a single school year, the program increased teachers' time on instruction and student engagement and produced statistically significant gains in student learning on the Ceara state assessment and the national secondary school exit exam. Controlling for individual students' prior-year learning outcomes, schools exposed to the program had 0.05-0.09 standard deviation higher performance on the state test and 0.04-0.06 standard deviation higher scores on the national test. Implementation fidelity strongly boosted program impacts. In the 49 schools where the pedagogical coordinators achieved the highest certification at the end of the program, student scores were 0.13-0.23 standard deviation higher on the state test and 0.13-0.17 standard deviation higher on the national test. Coaching delivered by Skype kept the costs of the program low,
Source	.40 per student, and produced cost-effective impacts on learning in comparison with other rigorously evaluated teacher training interventions. The combination of classroom observation feedback and expert coaching appears to be a promising strategy for whole-school efforts to raise teacher effectiveness.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Classroom Observation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Coaching
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Instructional Time
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Randomized Control Trial
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Student Engagement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Student Learning
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Teacher Feedback
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Bruns, Barbara.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Costa, Leandro.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Cunha, Nina.
776 18 - ADDITIONAL PHYSICAL FORM ENTRY
Main entry heading	Print Version:
Display text	Bruns, Barbara
Title	Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?
Place, publisher, and date of publication	Washington, D.C. : The World Bank, 2017
830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE
Uniform title	Policy research working papers.
830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE
Uniform title	World Bank e-Library.
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier	<a href="http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8156">http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8156</a>

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