Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

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241 publications in this series

ICEQC-R-2013-13December 16, 2013

Thematic Research Report

Improving Instruction through Structured Observation, Feedback and Professional Learning

A global quality-improvement study of evidence-centred classroom review, professional dialogue and sustained instructional change

follow, connected, school, service require to distinguish authority, delivery, distribution and remedy. Observation is useful within this sequence, but observation alone is not improvement. An occasional visit followed by a rating can document compliance without strengthening explanation, questioning, practice, assessment or participation. A professional-learning course can increase knowledge without altering the conditions under which teachers plan and teach. This study therefore treats observation, feedback, action and follow-up as one connected school-level service.

Research category: Quality Improvement Methods
Report archetype: Quality Improvement Study
Geographic scope: Global

ICEQC-R-2013-05April 16, 2013

Thematic Research Report

School-Level Improvement where Class Size and Resource Pressures Are Severe

A global quality-improvement study of instructional organisation, teacher capacity and equitable use of constrained resources

support, recognised, learning, forward require School-Level Improvement where Class Size and Resource Pressures Are Severe to distinguish authority, delivery, distribution and remedy in . Secondary entry may require prior records; programmes divide into routes; subject teachers and laboratories become important; examinations determine progression; and distance and household cost rise. A place at school is therefore necessary but insufficient. Equitable access means timely admission, usable teaching, fair placement, language and disability support, recognised learning and a route forward.

Research category: Quality Improvement Methods
Report archetype: Quality Improvement Study
Geographic scope: Global

ICEQC-R-2013-01February 10, 2013

Thematic Research Report

Supporting Teachers in Multilingual and Displacement-Affected Classrooms

A quality-improvement study of language-responsive instruction, teacher support and classroom continuity under displacement

children, receive, dependable, instruction require Supporting Teachers in Multilingual and Displacement-Affected Classrooms to distinguish authority, delivery, distribution and remedy in . A funded post may be vacant. A person on the payroll may be assigned outside a school, absent on the observation day, working part time or teaching a subject for which no preparation has been completed. A teacher present at school may have fewer instructional hours because the timetable, school calendar, shift arrangement or non-teaching duties reduce contact with pupils. Conversely, one teacher may serve more than one class, grade or school. Any account of teacher supply that does not preserve these distinctions can report apparent sufficiency while children receive no dependable instruction.

Research category: Quality Improvement Methods
Report archetype: Quality Improvement Study
Geographic scope: Global