Stephen Taylor
Stephen Taylor
Director: Research, Monitoring and Evaluation, in the South African Department of Basic Education
E-mail megerősítve itt: sun.ac.za
Hivatkozott rá
Hivatkozott rá
Estimating the impact of language of instruction in South African primary schools: A fixed effects approach
S Taylor, M von Fintel
Economics of Education Review 50, 75-89, 2016
Improving education quality in South Africa
S Van der Berg, S Taylor, M Gustafsson, N Spaull, P Armstrong
Report for the National Planning Commission 2, 1-23, 2011
Low quality education as a poverty trap
S Van der Berg, C Burger, R Burger, M de Vos, G du Rand, M Gustafsson, ...
Stellenbosch Economic Working Papers, 2011
The importance of socio-economic status in determining educational achievement in South Africa
S Taylor, D Yu
Unpublished working paper (Economics). Stellenbosch: Stellenbosch University …, 2009
How to improve teaching practice?: an experimental comparison of centralized training and in-classroom coaching
J Cilliers, B Fleisch, C Prinsloo, S Taylor
Journal of Human Resources 55 (3), 926-962, 2020
Teacher knowledge and professional habitus
N Taylor, S Taylor
Pearson, 2013
Uncovering indicators of effective school management in South Africa using the National School Effectiveness Study
S Taylor
Unpublished Paper.) Stellenbosch Economic Working Papers 10 (11), 2011
Access to what? Creating a composite measure of educational quantity and educational quality for 11 African countries
N Spaull, S Taylor
Comparative Education Review 59 (1), 133-165, 2015
Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa
J Kotze, B Fleisch, S Taylor
International Journal of Educational Development 66, 203-213, 2019
Educational outcomes: Pathways and performance in South African high schools
V Reddy, D Janse van Rensburg, S Van der Berg, S Taylor
South African Journal of Science 108 (3), 1-8, 2012
Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning
J Cilliers, B Fleisch, J Kotze, N Mohohlwane, S Taylor, T Thulare
Journal of Development Economics 155, 102815, 2022
A stable isotope study of the Mercia Mudstones (Keuper Marl) and associated sulphate horizons in the English Midlands
SR Taylor
Sedimentology 30 (1), 11-31, 1983
Measuring access to learning over a period of increased access to schooling: The case of Southern and Eastern Africa since 2000
S Taylor, N Spaull
International Journal of Educational Development 41, 47-59, 2015
Effective enrolment–Creating a composite measure of educational access and educational quality to accurately describe education system performance in sub-Saharan Africa
N Spaull, S Taylor
Stellenbosch EconomicWorking Papers 21 (12), 1-25, 2012
The early grade reading study: Impact evaluation after two years of interventions
S Taylor, J Cilliers, C Prinsloo, B Fleisch, V Reddy
Pretoria: Department of Basic Education. Accessed August 16, 2022, 2017
Failing to catch up in reading in the middle years: The findings of the impact evaluation of the Reading Catch-Up Programme in South Africa
B Fleisch, S Taylor, V Schöer, T Mabogoane
International Journal of Educational Development 53, 36-47, 2017
How can learning inequalities be reduced? Lessons learnt from experimental research in South Africa
S Taylor
South African Schooling: The Enigma of Inequality: A Study of the Present …, 2019
Reflecting on an impact evaluation of the Grade R programme: Method, results and policy responses
ML Samuels, S Taylor, D Shepherd, S Van Der Berg, C Jacob, CN Deliwe, ...
African Evaluation Journal 3 (1), 10, 2015
Evaluation–Evaluating the national evaluation system in South Africa: What has been achieved in the first 5 years?
A Griessel, S Dumisa, Z Ishmail, C Adams, C Waller, J Robertsen, ...
African Evaluation Journal 7 (1), 1-11, 2019
The challenge of sustaining effective teaching: Spillovers, fade-out, and the cost-effectiveness of teacher development programs
J Cilliers, B Fleisch, J Kotze, M Mohohlwane, S Taylor
Economics of Education Review 87, 102215, 2022
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