Teacher Instructional Practices and Processes System: Cultural extension and testing as a feedback tool to improve pedagogical practices
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Description
In our previous RLO grant (Toward the Development of a Rigorous and Practical Classroom Observation Tool: The Uganda secondary school project), we developed and validated the Teacher Instructional Practices and Processes System (TIPPS) with learning outcomes in secondary schools in Uganda. Using this observational tool, we examined the quality of teaching practices and classroom processes through live observations. Subsequently, we developed a pre-school version of the TIPPS in Ghana that was found to have meaningful associations with both learning and socio-emotional outcomes. We also piloted a primary school version of the TIPPS in India, where an NGO is using the TIPPS as a guide to provide teacher feedback. To date, we have not had the opportunity to systematically employ TIPPS as a feedback tool in a supportive fashion to improve teaching practices, student learning and teacher outcomes. Creating this cycle of continuous improvement is the goal of the present investigation, albeit in a new cultural context. To test this in the Honduran context is an idea that grew organically, thanks in large part to the yearly gatherings of RLO colleagues that allowed for cross-pollination of ideas and discussions on topics of interest. Since our first RLO meeting in London, we have been speaking with Erin Murphy-Graham and her team about how we could join forces to augment the impact of the Sistema de Aprendizaje Tutorial program (Tutorial Learning System or SAT) in Honduras. The current proposal represents one-half of two parallel, collaborative but separate investigations.
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Research and development activity contributing to the UK’s strategy to address key development challenges.
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