教师培训与社区读写项目对教师和学生结果的影响

Journal of Development Economics · 2025 · [{"name": "Feliciano Chimbutane", "affiliation": ["Eduardo Mondlane University"]}, {"name": "Naureen Karachiwalla", "affiliation": ["International Food Policy Research Institute"]}, {"name": "Catalina Herrera‐Almanza", "affiliation": ["University of Illinois Urbana-Champaign"]}, {"name": "Jessica Leight", "affiliation": ["International Food Policy Research Institute"]}, {"name": "Carlos Lauchande", "affiliation": ["Pedagogical University"]}]

中文摘要

鉴于撒哈拉以南非洲地区基础阅读技能水平极低，我们通过实验评估了两项旨在提升莫桑比克农村地区学生低年级读写表现的干预措施：一是相对轻量化、可推广的低年级读写教师培训，包括提供教学材料；二是在教师培训与材料供给的基础上，辅以社区层面的阅读营。利用160所农村公立小学1,596名三年级学生的数据，我们发现，在实施两年后，没有证据表明任一干预改善了教师的教学知识或教学实践，也未提高学生或教师的出勤率。以识字评估衡量的学生阅读表现存在一些微弱的正向效应，主要体现为得分从零分向正分的偏移，且这些效应在各干预组之间一致。我们的发现与日益形成的共识相一致，即需要更高强度的学校和/或社区干预，才能有意义地改善学习效果。

Abstract

Motivated by extremely low levels of basic reading skills in sub-Saharan Africa, we experimentally evaluate two interventions designed to enhance students’ early-grade literacy performance in rural Mozambique: a relatively light-touch, scalable teacher training in early-grade literacy including the provision of pedagogical materials, and teacher training and materials in conjunction with community-level reading camps. Using data from 1,596 third graders in 160 rural public primary schools, we find no evidence that either intervention improved teachers’ pedagogical knowledge or practices or student or teacher attendance following two years of implementation. There are some weak positive effects on student reading as measured by a literacy assessment, primarily observed in a shift away from scores of zero, and these effects are consistent across arms. Our findings are aligned with the growing consensus that more intensive school- and/or community-based interventions are required to meaningfully improve learning.