Quantifying the impact of teaching quality on pupil learning, and understanding what teacher characteristics or practices are likely to improve student achievement, are pressing research questions in all countries. Empirical evidence also needs to be context specific since different education systems are likely to have different facilitators and barriers to good teaching. Existing evidence, largely from the US, suggests a number of strong research designs that enable researchers to model the impact of teaching on pupil achievement. However, operationalising these models in more resource-constrained contexts is challenging. In this paper we describe our attempt to model the impact of teachers and their practices on pupil achievement using the quantitative data generated for this research (household and school surveys with a teacher survey and an attempt to assess teacher knowledge). We describe the challenges when trying to implement this approach in the Indian and Pakistan context and the methodological adaptions needed. We reflect on the strengths and weaknesses of our approach. We note that existing literature tends to provide relatively minimal descriptions of the specific research design and instruments used to model teacher quality and hence provides a partial picture of methodological considerations. In this paper we contribute a detailed and frank account of developing a workable research design and the challenges we encountered.

中文翻译：

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在南方背景下以印度和巴基斯坦为重点的衡量质量教学的方法论课程

量化教学质量对学生学习的影响，并了解哪些教师的特征或做法可能会提高学生的学习成绩，是所有国家迫切需要研究的问题。经验证据还需要针对具体情况，因为不同的教育系统可能具有不同的促进因素和良好教学的障碍。现有的证据（主要是来自美国的证据）表明了许多强有力的研究设计，使研究人员能够对教学对学生成绩的影响进行建模。但是，在更多资源受限的环境中操作这些模型具有挑战性。在本文中，我们描述了使用本研究生成的定量数据（家庭和学校调查以及教师调查和评估教师知识的尝试）来模拟教师及其行为对学生成就的影响的尝试。我们描述了在印度和巴基斯坦背景下尝试实施此方法时面临的挑战以及所需的方法上的适应。我们反思了我们方法的优点和缺点。我们注意到，现有文献倾向于提供相对较少的关于特定研究设计和用来模拟教师素质的工具的描述，因此提供了部分方法论上的考虑。在本文中，我们为开发可行的研究设计和遇到的挑战做出了详尽而坦率的说明。