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This paper illustrates a research method appropriate for researchers examining teaching practices and teacher training in poor countries. The method of research described here does not compare with large scale studies in terms of sample size, scientific rigor, and sophisticated statistical analysis. We believe, however, that it can, provide valid information sufficient in accuracy for policy making. Most importantly, we believe, this method offers a feasible way for national researchers to explore why teachers teach as they do in their country. A fundamental assumption is that once in the classroom most teachers learn little more about teaching. In the absence of any systematic feedback or self-reflection on their experiences, they persist in using practices learned in their initial training. On that basis we invited colleagues in a number of countries to share observations on how teachers teach. The compiled results provide an explanation for low levels of learning in many developing country schools. We then propose a second-stage research that collects information on teacher training practices. Este artículo propone un método efectivo para investigar prácticas docentes en países pobres donde es difícil conseguir buena información sobre lo que sucede en el aula. La metodología de esta investigación se distingue de investigaciones convencionales en el tamaño de la muestra, rigor científico y uso de técnicas estadísticas sofisticadas. Creemos sin embargo que puede ofrecer una información válida y suficiente para la toma de decisiones sobre políticas educativas. Es muy importante señalar que este método permitiría que investigadores nacionales, que cuenten con pocos recursos, puedan explorar la práctica docente que se emplea en su país. Un supuesto fundamental de la investigación es que una vez que el maestro empieza a enseñar en una escuela deja de aprender prácticas nuevas o más efectivas ya que carece de supervisión, capacitación y apoyo para mejorar. Por lo tanto, tienen que persistir en aplicar las técnicas aprendidas en su formación inicial. Confiando en ese supuesto invitamos a colegas de varios países en desarrollo a compartir con nosotros sus observaciones de la práctica docente en su país. Los resultados sugieren algunas causas de los bajos niveles de aprendizaje de los alumnos. Por eso, proponemos una segunda investigación para recopilar información sobre la formación profesional de los docentes.

This paper illustrates a research method appropriate for researchers examining teaching practices and teacher training in poor countries. The method of research described here does not compare with large scale studies in terms of sample size, scientific rigor, and sophisticated statistical analysis. We believe, however, that it can, provide valid information sufficient in accuracy for policy making. Most importantly, we believe, this method offers a feasible way for national researchers to explore why teachers teach as they do in their country. A fundamental assumption is that once in the classroom most teachers learn little more about teaching. In the absence of any systematic feedback or self-reflection on their experiences, they persist in using practices learned in their initial training. On that basis we invited colleagues in a number of countries to share observations on how teachers teach. The compiled results provide an explanation for low levels of learning in many developing country schools. We then propose a second-stage research that collects information on teacher training practices. Este artículo propone un método efectivo para investigar prácticas docentes en países pobres donde es difícil conseguir buena información sobre lo que sucede en el aula. La metodología de esta investigación se distingue de investigaciones convencionales en el tamaño de la muestra, rigor científico y uso de técnicas estadísticas sofisticadas. Creemos sin embargo que puede ofrecer una información válida y suficiente para la toma de decisiones sobre políticas educativas. Es muy importante señalar que este método permitiría que investigadores nacionales, que cuenten con pocos recursos, puedan explorar la práctica docente que se emplea en su país. Un supuesto fundamental de la investigación es que una vez que el maestro empieza a enseñar en una escuela deja de aprender prácticas nuevas o más efectivas ya que carece de supervisión, capacitación y apoyo para mejorar. Por lo tanto, tienen que persistir en aplicar las técnicas aprendidas en su formación inicial. Confiando en ese supuesto invitamos a colegas de varios países en desarrollo a compartir con nosotros sus observaciones de la práctica docente en su país. Los resultados sugieren algunas causas de los bajos niveles de aprendizaje de los alumnos. Por eso, proponemos una segunda investigación para recopilar información sobre la formación profesional de los docentes.

Improved access to higher education can reduce social and economic inequality only if universities achieve equality in graduation rates of different groups of students. Concerned about first year failures among first-generation students, a university in Chile devised a between-semesters course intended to allow failed students to remain with their entering class. The course had three major elements: compression of a semester's course work into 2 weeks; use of incentives to motivate students to prepare for classes; and "flipped class" participation. In 2014, this intensive course was offered in the break between the first and second semesters. Some 310 students in Health Sciences who had failed at least one of three required courses were invited to enroll; 140 signed up. At the end of the course, more than 90% of the students taking the intensive course passed the regular final examination they had previously failed and continued with their entering class. With no additional intervention, over the next seven semesters, students who had taken the intensive course performed as well in their courses as those who had not and were less likely to drop out. In 2017, more than 75% were still with their class, compared with 53% of those who had not taken the course.

Reading before class has been demonstrated to improve student learning. This article describes the installation and effectiveness of a strategy to encourage student class preparation. The strategy, called the Class-to-Class Method, has been implemented in a large private university in Chile. The university hopes that this innovation will reduce differences in the level of prior knowledge of students beginning university studies. Elimination of these differences should make instruction easier and improve the academic achievement of students from disadvantaged backgrounds. Class-to-Class has three major components: a detailed course plan or syllabus; short readings that enable students to understand the content of their next class; and emphasis by the professor on the importance of reading before class. An initial and essential measure of success of the Method is the extent to which students read the assigned text before class. There is some evidence that regular reading improves course grades.

This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are not yet fully developed, and especially not for underdeveloped countries.

Largely following the advice of loans from the World Bank, many Latin American countries decentralised education to the state, municipal and local levels. Such decentralisation was part of an effort to provide universal access to primary education with massive investments near one billion dollars per year during the 1990s. The rationale was simple and appealing: The more local the decision, the greater the voice of the voter-consumer was supposed to be; while the larger number of suppliers was assumed to lead to greater variety. Research documented here shows that while authority and resources could be transferred downward in the system in a short amount of time, the so-called "autonomous schools programs" failed to generate significant improvement in pupils' achievement. Decentralisation could be successful, however, when combined with reliable strategies such as good initial teacher-training employing a wide set of teaching models; the use of well-tested scripts, guides or frameworks; and the systematic assignment of the best teachers to first grade.

In the early 1980s, Chile's military government introduced economic competition in the education system, despite further projected funding cuts. Although the market model aided private education and cost recovery, it increased inequity in education outcomes, hindered recruitment of career academicians, and reduced education's share of the GNP. (13 references) (MLH)

Analyzes Latin American educational research phases--the artisan and industrial. During the artisan phase (1950s-early 1970s), university scholars conducted isolated projects with limited access to information. Research centers, government supports, and information networks characterize the industrial period (post-mid 1970s). Argues information management systems will further influence educational research. (CH)