Morocco Teachers
Evidence on the impacts of many teacher policies remains insufficient and scattered, and the impact of many reforms depends on specific design features. In addition, teacher policies can have very different impacts, depending on the context and oth...
Na minha lista:
| Autor principal: | |
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| Formato: | Online |
| Idioma: | inglês en_US |
| Publicado em: |
World Bank, Washington, DC
2017
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| Assuntos: | |
| Acesso em linha: | http://documents.worldbank.org/curated/en/794731500375467180/SABER-teachers-country-report-Morocco-2016 https://hdl.handle.net/10986/28256 |
| _version_ | 1866368699024277504 |
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| author | Cross, Jess |
| author_facet | Cross, Jess |
| author_sort | Cross, Jess |
| collection | Colección Documentos Técnicos |
| description | Evidence on the impacts of many teacher
policies remains insufficient and scattered, and the impact
of many reforms depends on specific design features. In
addition, teacher policies can have very different impacts,
depending on the context and other education policies in
place. Systems approach for better education results (SABER)
- teachers, aims to help fill this gap by collecting,
analyzing, synthesizing, and disseminating comprehensive
information on teacher policies in primary- and
secondary-education systems around the world. SABER -
teachers collects data on 10 core teacher policy areas to
offer a comprehensive, descriptive overview of the teacher
policies that are in place in each participating education
system. To offer informed policy guidance, SABER - teachers
analyzes the information collected to assess the extent to
which the teacher policies of an education system are
aligned with policies shown by research evidence to have a
positive effect on student achievement. This report presents
results of the application of SABER - teachers in Morocco.
It describes Morocco’s performance for each of the eight
teacher policy goals, alongside comparative information from
education systems that have consistently scored high results
in international student achievement tests and have
participated in SABER - teachers. |
| format | Online Technical Paper |
| id | wb-10986-28256 |
| institution | Banco Mundial |
| language | English en_US |
| publishDate | 2017 |
| publisher | World Bank, Washington, DC |
| record_format | dspace |
| spelling | wb-10986-282562025-04-10T15:28:58Z Morocco Teachers Rapport du pays enseignant SABER : Maroc 2016 SABER Country Report 2016 Cross, Jess TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION EDUCATION REFORM Evidence on the impacts of many teacher policies remains insufficient and scattered, and the impact of many reforms depends on specific design features. In addition, teacher policies can have very different impacts, depending on the context and other education policies in place. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary- and secondary-education systems around the world. SABER - teachers collects data on 10 core teacher policy areas to offer a comprehensive, descriptive overview of the teacher policies that are in place in each participating education system. To offer informed policy guidance, SABER - teachers analyzes the information collected to assess the extent to which the teacher policies of an education system are aligned with policies shown by research evidence to have a positive effect on student achievement. This report presents results of the application of SABER - teachers in Morocco. It describes Morocco’s performance for each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored high results in international student achievement tests and have participated in SABER - teachers. 2017-09-08T20:03:09Z 2017-09-08T20:03:09Z 2017-06 Technical Paper Document technique Documento técnico http://documents.worldbank.org/curated/en/794731500375467180/SABER-teachers-country-report-Morocco-2016 https://hdl.handle.net/10986/28256 10.1596/28256 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank application/pdf text/plain World Bank, Washington, DC |
| spellingShingle | TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION EDUCATION REFORM Cross, Jess Morocco Teachers |
| title | Morocco Teachers |
| title_full | Morocco Teachers |
| title_fullStr | Morocco Teachers |
| title_full_unstemmed | Morocco Teachers |
| title_short | Morocco Teachers |
| title_sort | morocco teachers |
| topic | TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION EDUCATION REFORM |
| url | http://documents.worldbank.org/curated/en/794731500375467180/SABER-teachers-country-report-Morocco-2016 https://hdl.handle.net/10986/28256 |
| work_keys_str_mv | AT crossjess moroccoteachers AT crossjess rapportdupaysenseignantsabermaroc2016 AT crossjess sabercountryreport2016 |