Strengthening Teachers in Disadvantaged Schools: Evidence from an Intervention in Sweden's Poorest City Districts

Autor/inn/en	Hall, Caroline; Lundin, Martin; Sibbmark, Kristina
Titel	Strengthening Teachers in Disadvantaged Schools: Evidence from an Intervention in Sweden's Poorest City Districts
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 2, S.208-224 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lundin, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1788154
Schlagwörter	Disadvantaged Youth; Educationally Disadvantaged; Secondary Schools; Foreign Countries; Performance Factors; Teacher Improvement; Professional Development; Standardized Tests; Classroom Environment; Academic Achievement; Sweden + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Sekundarschule; Ausland; Leistungsindikator; Standadised tests; Standardisierter Test; Klassenklima; Unterrichtsklima; Schulleistung; Schweden
Abstract	Children growing up in disadvantaged neighborhoods perform much worse in school compared to children growing up under more favorable circumstances. We examine a program ("Coaching for Teaching") targeted at ten lower secondary schools in Sweden's most disadvantaged city districts. The program's aim was to enhance student performance by strengthening the teachers' professional development. Using a difference-in-differences design we estimate effects on several outcomes. We find a positive and statistically significant impact on student performance on standardized tests in English. Estimates for several other outcomes are also positive, but not statistically significant. For test scores in Swedish there is no improvement. An analysis of a survey among pupils supports the idea that the intervention enhanced the teaching and the classroom climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01