Document Type: Project Information and Integrated Safeguards Data Sheet Report No.: PIDISDSC23837 Document Date: APR 21, 2018

Author: Pham,Dung-Kim Disclosure Status: Disclosed

Document Type: Procurement Plan Report No.: STEP8808 Document Date: APR 19, 2018

Author: Aishatu Musa Sheikh Disclosure Status: Disclosed

Document Type: Implementation Status and Results Report Report No.: ISR31757 Document Date: APR 17, 2018

Author: Al-Zayed,Syed Rashed Disclosure Status: Disclosed

Document Type: Procurement Plan Report No.: STEP8589 Document Date: APR 11, 2018

Disclosure Status: Disclosed

Document Type: Implementation Status and Results Report Report No.: ISR31740 Document Date: APR 06, 2018

Author: Sabarwal,Shwetlena Disclosure Status: Disclosed

Document Type: Implementation Status and Results ReportGuyana Secondary Education Improvement Report No.: ISR31843 Document Date: APR 04, 2018

Author: Yang,Hongyu Disclosure Status: Disclosed

Document Type: Implementation Status and Results ReportETHIOPIA EDUCATION RESULTS BASED FINANCING PROJECT Report No.: ISR31857 Document Date: APR 03, 2018

Author: Olefir,Anna Disclosure Status: Disclosed

This study documents the results of a pilot study jointly undertaken by the World Bank and the Guangdong Department of Education to assess teaching practices in public primary and junior secondary schools using the Classroom Assessment Scoring System tool. ... See More + The tool was used to conduct classroom observations on an illustrative sample of 36 teachers in three counties across Guangdong. The pilot tested whether such a tool could be used to measure the strengths and weaknesses of teaching practices in the Chinese context. It also informed how classroom observations can be more consistently applied in the province's Quality Assurance and Monitoring and Evaluation system. On average, teachers in this sample scored high on classroom organization, but lower on emotional support and instructional support. While there was substantial variation in performance across teachers, there was only modest variation by county, urban versus rural school location, teacher type, grade, and years of experience. Teachers who believed that students should be the focus of instruction (those who espouse student-centered learning) scored significantly higher across all domains than teachers who believed that teachers should be the focus of instruction (those who espouse teacher-centered learning). Together the results from this pilot provide insights into how teacher training can address the most critical gaps in teaching practices.  See Less -

Document Type: Policy Research Working Paper Report No.: WPS8396 Document Date: APR 02, 2018

Author: Coflan,Andrew Moore; Ragatz,Andrew B.; Hasan,Amer; Pan,Yilin Disclosure Status: Disclosed

Document Type: Auditing Document Report No.: AUD0012107 Document Date: APR 01, 2018

Author: Renu Gupta Disclosure Status: Disclosed

Document Type: Auditing Document Report No.: AUD0012136 Document Date: APR 01, 2018

Author: Renu Gupta Disclosure Status: Disclosed