Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/340784 
Erscheinungsjahr: 
2023
Quellenangabe: 
[Journal:] Journal of Public Economics Plus [ISSN:] 2666-5514 [Volume:] 4 [Article No.:] 100019 [Year:] 2023 [Pages:] 1-9
Verlag: 
Elsevier, Amsterdam
Zusammenfassung: 
Teachers are a fundamental input for classroom learning. Consequently, teacher development is a policy priority for governments around the world. We experimentally evaluate the effectiveness of ''Let's All Learn to Read,'' a curricular reform implemented via a one-year professional development program that trained and coached first-grade teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by trained teachers, students' literacy scores in treated schools grew by 0.39 of a standard deviation compared to students in the control group. These gains persisted after the intervention finished; through the second and third grades.
Schlagwörter: 
Teacher professional development
Early Interventions
Literacy
Colombia
JEL: 
I20
H52
O15
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