Teacher Instructional Practices and Processes System (TIPPS): Cultural extension and testing as a feedback tool to improve pedagogical practices

研究表明，有效的教师是促进学生成绩的最重要因素。虽然课程设置、班级规模缩小、资金、家庭和社区参与都有助于学校的改善和学生的成绩，但课堂上最具影响力的因素是教师。然而，很明显，支持教师以及他们如何有效地在课堂上发挥作用所需的专业发展往往缺乏或无效。在全球许多地方，最需要专业发展的教师（如新教师或不合格教师）往往得到的发展最少。在国际上，人们也认识到需要改进工具和方法来衡量课堂质量和有效教学的要素。特别是在低收入和脆弱的环境中，许多教学人员准备不足，资源不足，更严格开发和与文化相适应的观察工具有可能在持续的改进循环中向教师提供急需的反馈。在我们之前的RLO资助项目（开发严谨实用的课堂观察工具：乌干达中学项目）中，我们在乌干达中学开发并验证了教师教学实践和过程系统（TIPPS）的学习成果。使用这种观察工具，我们通过现场观察来检查教学实践和课堂过程的质量。随后，我们在加纳开发了一个学前版本的TIPPS，发现它与学习和社会情感结果都有有意义的联系。我们还在印度试点了一个小学版本的TIPPS，在那里，一个非政府组织正在使用TIPPS作为指导，向教师提供反馈。到目前为止，我们还没有机会系统地将TIPPS作为一种反馈工具，以一种支持性的方式来改善教学实践、学生学习和教师成果。创造这种持续改进的循环是本研究的目标，尽管是在一个新的文化背景下。为了在洪都拉斯的背景下验证这一点，有一个想法是有机地发展起来的，这在很大程度上要归功于RLO同事的年度聚会，这些聚会允许思想的交流和对感兴趣的话题的讨论。自从我们在伦敦举行的第一次RLO会议以来，我们一直在与艾琳·墨菲-格雷厄姆和她的团队讨论我们如何联合起来，扩大洪都拉斯的Sistema de Aprendizaje辅导计划（辅导学习系统或SAT）的影响。目前的提议是两个平行、合作但独立的调查的一半。Murphy-Graham的建议旨在更深入地了解哪些SAT教学实践（由TIPPS评估）在影响学生的学习、社会和情感结果方面是有效的，以及教学实践如何通过检查密集的SAT条件而不添加反馈来影响教师的动机。通过这种方式，她希望向她在SAT项目中的合作伙伴提出改进建议。我们的平行建议将与她现有的干预工作相结合，有助于进一步实现我们的目标，即扩大TIPPS的跨文化影响范围，并系统地测试其在最佳支持结构背景下作为反馈工具的使用。使用SAT编程，我们寻求开发一种基于经验的、健壮的反馈机制，以在持续的变化循环中培养改进

Research shows that effective teachers are the most important factor contributing to student achievement. Although curricula, reduced class size, funding, family, and community involvement all contribute to school improvement and student achievement, the most influential factor in the classroom is the teacher. Yet it has become clear that the professional development needed to support teachers and how effectively they function within classrooms is often lacking or ineffective. In many parts of the globe, teachers who need the most professional development (e.g. new or underqualified) often receive the least. Internationally, there is also a recognized need for improved instruments and methodologies to gauge elements of classroom quality and effective teaching. Particularly in low-income and fragile contexts, where many teaching personnel are underprepared and under resourced, more rigorously developed and culturally attuned observation tools have the potential to provide much needed feedback to teachers in a continuous cycle of improvement.In our previous RLO grant (Toward the Development of a Rigorous and Practical Classroom Observation Tool: The Uganda secondary school project), we developed and validated the Teacher Instructional Practices and Processes System (TIPPS) with learning outcomes in secondary schools in Uganda. Using this observational tool, we examined the quality of teaching practices and classroom processes through live observations. Subsequently, we developed a pre-school version of the TIPPS in Ghana that was found to have meaningful associations with both learning and socio-emotional outcomes. We also piloted a primary school version of the TIPPS in India, where an NGO is using the TIPPS as a guide to provide teacher feedback. To date, we have not had the opportunity to systematically employ TIPPS as a feedback tool in a supportive fashion to improve teaching practices, student learning and teacher outcomes. Creating this cycle of continuous improvement is the goal of the present investigation, albeit in a new cultural context.To test this in the Honduran context is an idea that grew organically, thanks in large part to the yearly gatherings of RLO colleagues that allowed for cross-pollination of ideas and discussions on topics of interest. Since our first RLO meeting in London, we have been speaking with Erin Murphy-Graham and her team about how we could join forces to augment the impact of the Sistema de Aprendizaje Tutorial program (Tutorial Learning System or SAT) in Honduras. The current proposal represents one-half of two parallel, collaborative but separate investigations. Murphy-Graham's proposal seeks a deeper understanding of which SAT pedagogical practices are effective (as assessed by the TIPPS) in impacting student learning and social and emotional outcomes, as well as how pedagogical practices effect teacher motivation by examining an intensive SAT condition without the addition of feedback. In this way, she hopes to recommend improvements to her partners in the SAT program. Our parallel proposal, which would operate in tandem with her existing intervention work, serves to further our objectives to both extend TIPPS' cross-cultural reach and systematically test its use as a feedback tool in the context of an optimally supportive structure. Using the SAT programming, we seek to develop an empirically-based, robust feedback mechanism that cultivates improvement in a continuous cycle of change