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Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned
Case studies, International aid, Developing countries, Teacher effectiveness, Teacher education, Outcomes of education, Return on investment, Evidence based practice, Primary education
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.
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
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright The Commonwealth of Australia, represented by the Department of Foreign Affairs and Trade 2022
Place of Publication
Australian Council for Educational Research (ACER)
East Timor, Lao People’s Democratic Republic, Vanuatu
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