How to Teach English in India: Testing the Relative Productivity of Instruction Methods within the Pratham English Language Education Program 1
How to Teach English in India: Testing the Relative Productivity of Instruction Methods within the Pratham English Language Education Program 1
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发表时间：
2008
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通讯作者：
Leigh L. Linden;Margaret Macleod
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作者：
Leigh L. Linden;Margaret Macleod
使用一对随机评估，我们评估的几种模式实施印度英语教育课程的相对生产力。每一个都包括一个专门设计的机器或闪存卡为基础的活动，通过教师培训计划间接或直接由外部监督的教学助理实施。新的方法是非常有效的，平均而言，所有的实施策略产生收益约0.25-0.35标准差的学生的英语知识。较弱的学生从包括教师指导的活动在内的干预措施中受益更多，而较强的学生从更加自主节奏的基于机器的实施中受益更多。与外部实施的课程版本相比，通过教师培训计划实施的治疗提高了学生的数学和英语成绩，而不仅仅是英语成绩，这一结果可能
Using a pair of randomized evaluations, we assess the relative productivity of several modes of implementing an Indian English education curriculum. Each consists of a specially designed machine or flash card based activities implemented either indirectly through a teacher training program or directly by externally supervised teaching assistants. The new methods are very effective and, on average, all implementation strategies yield gains of about 0.25-0.35 standard deviations in students' knowledge of English. Weaker students benefit more from interventions that include teacher directed activities while stronger students benefit more from the more self-paced machine-based implementation. Compared to an externally implemented version of the curriculum, the treatments implemented through the teacher training program improved students' math and English scores rather than just their English scores, a result that may