Skip to main content
SpringerLink
Log in

Teacher Training, Mentoring or Performance Support Systems?

  • Conference paper
  • First Online:
Advances in Human Factors in Training, Education, and Learning Sciences (AHFE 2018)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 785))

Included in the following conference series:

Abstract

A major challenge in education is how to improve teaching. This means improving teaching so that all students effectively achieve the levels of performance stipulated in the curriculum and that they do so within the specified timeframes. This goal is particularly difficult to achieve in schools with students of low socioeconomic status. However, measuring the quality of instruction is not a straightforward task. This is partly due to a lack of rigorous and regular data on student performance gathered by independent third parties. On the other hand, there are several alternatives for improving teaching: teacher training, teacher mentoring programs and support systems to boost teacher performance. Our study looks at eight years of data on national standardized test scores for every school in a low SES district. We found that the effect size of a Performance Support System is larger than the benchmark effect sizes for teacher training and teacher mentoring programs.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D.: The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. New Teacher Project, Washington, DC (2009)

    Google Scholar 

  2. Kraft, M., Gilmour, A.: Revisiting the Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness. Educ. Res. 46(5), 234–244 (2017)

    Article  Google Scholar 

  3. Kane, T.: Connecting to practice. How we can we research to work. Educ. Next 16(2) (2016)

    Google Scholar 

  4. Lipsey, M.W., Puzio, K., Yun, C., Hebert, M.A., Steinka-Fry, K., Cole, M.W., Roberts, M., Anthony, K.S., Busick, M.D.: Translating the statistical representation of the effects of education interventions into more readily interpretable forms. (NCSER 2013-3000). National Center for Special Education Research, Institute of Education Sciences (IES), U.S. Department of Education, Washington, DC (2012)

    Google Scholar 

  5. Garet, M.S., Heppen, J.B., Walters, K., Parkinson, J., Smith, T.M., Song, M., Garrett, R., Yang, R., Borman, G.D.: Focusing on mathematical knowledge: the impact of content-intensive teacher professional development (NCEE 2016-4010). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, Washington, DC (2016)

    Google Scholar 

  6. Garet, M., Wayne, A., Stancavage, F., Taylor, J., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., Doolitle, F., Warner, E.: Middle school mathematics professional development impact study findings after the first year of implementation. US Department of Education (2010)

    Google Scholar 

  7. Fryer, R.: The production of human capital in developed countries: evidence from 196 randomized field experiments. In: Handbook of Field Experiments, vol. 2, pp. 95–322, North-Holland, Amsterdam (2017)

    Google Scholar 

  8. Gersten, R., Taylor, M.J., Keys, T.D., Rolfhus, E., Newman-Gonchar, R.: Summary of research on the effectiveness of math professional development approaches. (REL 2014-010). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast, Washington, DC (2014). http://ies.ed.gov/ncee/edlabs

  9. Papay, J., West, M., Fullerton, J., Kane, T.: Does an urban teacher residency increase student achievement? Early evidence from Boston. Educ. Eval. Policy Anal. 34(4), 413–434 (2012)

    Article  Google Scholar 

  10. Reynolds, A., Araya, R.: Building Multimedia Performance Support Systems. McGraw Hill, New York (1995)

    Google Scholar 

  11. Araya, R.: Integrating classes from different schools using intelligent teacher support systems. In: Karwowski, W., Ahram, T. (eds.) Intelligent Human Systems Integration. IHSI 2018. Advances in Intelligent Systems and Computing, vol. 722, pp. 294–300. Springer, Cham (2018)

    Google Scholar 

  12. Araya, R., Aguirre, C., Bahamondez, M., Calfucura, P., Jaure, P.: Social Facilitation Due to Online Inter-classrooms Tournaments. LNCS, vol. 9891, pp. 16–29 (2016)

    Chapter  Google Scholar 

  13. Araya, R., Van der Molen, J.: Impact of a blended ICT adoption model on Chilean vulnerable schools correlates with amount of on online practice. In: Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education AIED 2013, Memphis, 9–13 July 2013

    Google Scholar 

  14. Araya, R., Gormaz, R., Bahamondez, M., Aguirre, C., Calfucura, P., Jaure. P., Laborda, C.: ICT supported learning rises math achievement in low socio economic status schools. LNCS, vol. 9307, pp. 383–388 (2015)

    Chapter  Google Scholar 

  15. Angrist, J., Pischke, J.: Mastering Metrics: The Path from Cause to Effect. Princeton University Press, Princeton (2015)

    Google Scholar 

  16. Kane, T., Rockoff, J., Staiger, D.: What does certification tell us about teacher effectiveness? Evidence from New York City. Econ. Educ. Rev. 27, 615–631 (2008)

    Article  Google Scholar 

  17. Schmidt, R., Young, V., Cassidy, L., Wang, H., Laguarda, K.: Impact of the New Teacher Center’s New Teacher Induction Model on Teachers and Students. SRI International, Menlo Park (2017)

    Google Scholar 

  18. Young, V.M., Schmidt, R., Wang, H., Cassidy, L., Laguarda, K.: A comprehensive model of teacher induction: implementation and impact on teachers and students. Evaluation of the New Teacher Center’s i3 Validation grant, final report. Prepared for the New Teacher Center. SRI International, Menlo Park (2017)

    Google Scholar 

  19. Bloom, H.S., Hill, C.J., Black, A.B., Lipsey, M.W.: Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. J. Res. Educ. Effectiveness 1(4), 289–328 (2008)

    Article  Google Scholar 

  20. Busso, M., Cristia, J., Hincapié, D., Messina, J., Ripani, L.: Learning Better. Public Policy for Skills Development. Inter-American Development Bank (2017)

    Google Scholar 

Download references

Acknowledgments

Funding from PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003 is gratefully acknowledged, as is the Fondef D15I10017 grant from CONICYT.

Author information

Authors and Affiliations

  1. Centro de Investigación Avanzada en Educación, Universidad de Chile, Periodista Mario Carrasco 75, Santiago, Chile

    Roberto Araya

Authors
  1. Roberto Araya
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Roberto Araya .

Editor information

Editors and Affiliations

  1. Institute of Maritime Operations, University College of Southeast Norway, Borre, Norway

    Salman Nazir

  2. Safety Solutions, Finnish Institute of Occupational Health, Helsinki, Finland

    Anna-Maria Teperi

  3. Department of Production Management and Logistics, Faculty of Management and Production Engineering, Lodz University of Technology, Lodz, Poland

    Aleksandra Polak-Sopińska

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer International Publishing AG, part of Springer Nature

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Araya, R. (2019). Teacher Training, Mentoring or Performance Support Systems?. In: Nazir, S., Teperi, AM., Polak-Sopińska, A. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2018. Advances in Intelligent Systems and Computing, vol 785. Springer, Cham. https://doi.org/10.1007/978-3-319-93882-0_30

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-93882-0_30

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-93881-3

  • Online ISBN: 978-3-319-93882-0

  • eBook Packages: EngineeringEngineering (R0)

Publish with us

Policies and ethics

Search

Navigation