Application of the Teacher Instructional Practices and Processes System (TIPPS) observation tool in Rural Honduran Secondary Schools

初中和高中（7 - 12年级）的Sistema de Aprendizaje（SAT）学习系统模式提供了一个具有成本效益的有效教学系统的罕见范例，特别是在农村地区。一项准实验性影响评估的结果发现，在洪都拉斯，SAT学生的学习率比传统农村中学的学生高出45%（McEwan，et. A1，2015年）。SAT在哥伦比亚、洪都拉斯、尼加拉瓜和厄瓜多尔运作了30多年，是政府和当地非政府组织之间的公私伙伴关系。2018年，SAT被“无限世代”确定为全球青年面临的主要挑战的解决方案，旨在确保到2030年每个年轻人都能接受教育，学习或就业。在过去的三年里，我们对SAT的研究集中在确定系统范围内的功能，使有效的教学在农村中学的重要贡献。我们对教师（在SAT项目中称为"导师"）进行了深入访谈，观察了导师的专业发展/培训课程，并观察了少数SAT教室，特别关注科学方面的教学（Shareff和Murphy-Graham，准备中）。然而，我们的研究受到了很大的限制，因为我们没有使用标准化的观察工具进行系统的课堂观察。这不仅是因为缺乏财政资源，而且也是因为缺乏适当的观察工具来捕捉SAT有效教学的要素。在我们在伦敦举行的第一次RLO会议上，我们的研究团队了解了Seidman及其同事的工作，以及他们对教师教学实践和过程系统的开发（TIPPS; Seidman，Raza，Kim，&麦考伊，2013; Seidman等人，2018），这是对发展中国家教育研究领域的巨大贡献。目前的后续资金提案使我们能够通过在SAT教室中应用TIPPS来扩大我们对SAT的研究，同时增强洪都拉斯的影响和能力建设。在未来，交叉赠款综合将使我们的两个研究团队共同制作的产品，以达到广泛的利益相关者和共同作者的出版物。我们的研究结果从以前的RLO赠款，通过这个机会来扩展这项工作的增强，将使我们能够了解是什么使SAT在洪都拉斯农村中学的有效系统，特别是在招聘，专业发展和教师的持续支持方面。通过我们对SAT的研究，我们将产生关键的见解，可以为干预措施提供信息，以改善发展中国家的教学和学习成果（Murphy-Graham，2018）。这是国际教育界决策者和其他人感兴趣的一个关键领域，他们支持可持续发展目标4：优质教育，寻求能够为7 - 12年级的设计，交付和扩展提供信息的高质量中等教育模式。SAT应对了一些阻碍高质量教学的关键挑战，包括农村地区教师人数很少，他们缺乏有效教学的知识和技能（DFID，2018）。我们正在申请的补充资金将使我们能够扩大我们在洪都拉斯的工作，以提高研究影响力，并在主要研究人员和教育利益相关者中建立能力。

The Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT) model for lower and upper secondary school (gradesyear 7-12) provides a rare example of a cost-effective system of effective teaching and learning, particularly for rural areas. Results from a quasi-experimental impact evaluation found that students in SAT had 45% higher rates of learning than their counterparts in traditional rural secondary schools in Honduras (McEwan, et. al, 2015). SAT has operated in Colombia, Honduras, Nicaragua, and Ecuador for over three decades, and functions as a public-private partnership between the government and local NGOs. In 2018, SAT was identified as a solution for the major challenges facing youth globally by "Generation Unlimited," which aims to ensure that every young person is in education, learning or employment by 2030. For the past three years, our research on SAT has focused on identifying the system-wide features that make a critical contribution to effective teaching in rural Honduran secondary schools. We have conducted in-depth interviews with teachers (called "tutors" in the SAT program), observed tutor professional development/training sessions, and observed a small number of SAT classrooms, with a particular focus on teaching and learning in science (Shareff and Murphy-Graham, in preparation). However, our research has been significantly constrained because we have not conducted systematic classroom observation using a standardized observation tool. This was not only due to lack of financial resources, but also the the lack of an appropriate observation tool to capture elements of effective teaching in SAT. At our first RLO meeting in London, our research team learned of the work of Seidman and colleagues, and their development of the Teacher Instructional Practices and Processes System (TIPPS; Seidman, Raza, Kim, & McCoy, 2013; Seidman, et al., 2018), which is a tremendous contribution to the field of education research in developing country contexts. The current proposal for follow-on funds allows us to augment our research on SAT by applying TIPPS in SAT classrooms, as well as simultaneously enhancing impact and building capacity in Honduras. In the future, a cross-grant synthesis will allow our two research teams to co-produce outputs to reach a wide range of stakeholders and to co-author publications. Our research findings from the previous RLO grant, augmented by this opportunity to extend this work, will allow us to understand what makes SAT an effective system of secondary schools in rural Honduras, particularly in terms of the recruitment, professional development and ongoing support of teachers. Through our research on SAT, we will generate key insights that can inform interventions to improve teaching and learning outcomes in developing countries (Murphy-Graham, 2018). This is a key area of interest for policy-makers and others in the international education community, who in support of Sustainable Development Goal 4: Quality Education, seek models of high quality secondary education that can inform the design, delivery and expansion of grades 7-12. SAT responds to a number of key challenges identified that prevent quality teaching, including that there are two few teachers in rural areas, and that they lack knowledge and skills to teach effectively (DFID, 2018). The supplemental funds we are applying for will allow us to extend our work in Honduras to enhance research impact and build capacity among key researchers and education stakeholders.