Getting teachers back to the classroom. A systematic review on what works to improve teacher attendance in developing countries
Getting teachers back to the classroom. A systematic review on what works to improve teacher attendance in developing countries
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让老师们回到教室。
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
S. Cueto
中科院分区：
文献类型：
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作者：
Gabriela Guerrero;J. Leon;Mayli Zapata;S. Cueto
本文报告了对旨在提高发展中国家教师出勤率的干预措施的有效性研究的系统回顾。经过全面检索，9项研究符合纳入标准。估计了纳入研究的合并效应量（3项研究除外，这些研究没有可用信息来计算其效应量）。结果表明，直接干预措施耦合监测系统与激励措施和间接干预措施，涉及社区和家长在学生的教育有统计学上的显着影响教师出勤率，这表明密切监测和有吸引力的激励机制，以减少教师缺勤的潜力很大。
This article reports on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries. After a comprehensive search process, nine studies met the inclusion criteria. Pooled effects sizes of included studies were estimated (with the exception of three studies that had unavailable information to calculate their effect sizes). Results show that direct interventions coupling monitoring systems with incentives and indirect interventions involving the community and parents in students’ education had statistically significant effects on teacher attendance, suggesting that close monitoring and attractive incentives are mechanisms of high potential to reduce teacher absenteeism.