Education Analytics Service
Publication Date
2022
Subjects
Case studies, International aid, Developing countries, Teacher effectiveness, Teacher education, Outcomes of education, Return on investment, Evidence based practice, Primary education
Abstract
This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
Recommended Citation
Chainey, J., Wong, D., Cassity, E., & Hollingsworth, H. (2022). Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: initial lessons learned. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-679-6
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright Statement
Copyright The Commonwealth of Australia, represented by the Department of Foreign Affairs and Trade 2022
Place of Publication
Camberwell, Australia
Publisher
Australian Council for Educational Research (ACER)
Language
English
ISBN
9781742866796
DOI
10.37517/978-1-74286-679-6
Geographic Subject
East Timor, Lao People’s Democratic Republic, Vanuatu
Included in
Educational Assessment, Evaluation, and Research Commons, International and Comparative Education Commons, Teacher Education and Professional Development Commons