Annex C. List of tables available on line
The following tables are available in electronic form only – please follow the StatLink after each table below to access them.
Table A C.1. Online tables for Chapter 2 – Do students have equitable access to effective teachers and learning environments? | |
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Table 2.3 | Allocation of experienced teachers |
Table 2.4 | Total variation in teachers’ work experience as a teacher, and variation between and within schools |
Table 2.5 | Allocation of teachers with comprehensive formal education or training |
Table 2.6 | Allocation of teachers with high self-efficacy |
Table 2.7 | Total variation in teachers’ self-efficacy, and variation between and within schools |
Table 2.8 | Allocation of teachers who use cognitive activation practices on a regular basis |
Table 2.9 | Total variation in teachers’ use of cognitive activation practices, and variation between and within schools |
Table 2.10 | Allocation of teachers who use clarity of instruction practices on a regular basis |
Table 2.11 | Total variation in teachers’ use of clarity of instruction practices, and variation between and within schools |
Table 2.12 | Allocation of teachers who spend a large share of class time on actual teaching |
Table 2.13 | Total variation in time spent on actual teaching and learning, and variation between and within schools |
Table 2.14 | Principals’ engagement in instructional leadership activities, by school characteristics |
Table 2.15 | Teachers’ access to mentoring, by school characteristics |
Table 2.16 | Relationship between the use of cognitive activation practices and teacher characteristics by concentration of students from socio-economically disadvantaged homes |
Table 2.17 | Relationship between the use of cognitive activation practices and teacher characteristics by school location |
Table 2.18 | Relationship between the use of cognitive activation practices and teacher characteristics by school type |
Table 2.19 | Residual variability in teachers’ use of cognitive activation practices after accounting for teacher characteristics |
Table 2.20 | Relationship between the use of clarity of instruction practices and teacher characteristics by concentration of students from socio-economically disadvantaged homes |
Table 2.21 | Relationship between the use of clarity of instruction practices and teacher characteristics by school location |
Table 2.22 | Relationship between the use of clarity of instruction practices and teacher characteristics by school type |
Table 2.23 | Residual variability in teachers’ use of clarity of instruction practices after accounting for teacher characteristics |
Table 2.24 | Relationship between time spent on actual teaching and learning and teacher characteristics by concentration of students from socio-economically disadvantaged homes |
Table 2.25 | Relationship between time spent on actual teaching and learning and teacher characteristics by school location |
Table 2.26 | Relationship between time spent on actual teaching and learning and teacher characteristics by school type |
Table 2.27 | Residual variability in time spent on actual teaching and learning after accounting for teacher characteristics |
Table A C.2. Online tables for Chapter 3 – Do students have equitable access to digital learning in school? | |
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Table 3.1 | Teachers with high self-efficacy in the use of ICT for teaching, by schools’ digital infrastructure |
Table 3.2 | Teachers who use ICT for teaching on a regular basis, by schools’ digital infrastructure |
Table 3.3 | Shortage or inadequacy of digital technology for instruction, by school characteristics |
Table 3.4 | Insufficient Internet access, by school characteristics |
Table 3.5 | Allocation of teachers who had formal training in the use of ICT for teaching |
Table 3.6 | Allocation of teachers who felt prepared for the use of ICT for teaching |
Table 3.7 | Allocation of teachers who participated in professional development in ICT skills |
Table 3.8 | Allocation of teachers with high level of need for professional development in ICT skills |
Table 3.9 | Relationship between the extent to which teachers use ICT and teachers’ self-efficacy in the use of ICT, controlling for teacher characteristics, training in the use of ICT and classroom composition |
Table 3.10 | Relationship between teachers’ self-efficacy in the use of ICT and teachers’ age |
Table 3.11 | Relationship between teachers’ self-efficacy in the use of ICT and teachers’ age, controlling for teacher characteristics, training in the use of ICT and classroom composition |
Table 3.12 | Allocation of teachers with high self-efficacy in the use of ICT for teaching |
Table 3.13 | Relationship between the extent to which teachers use ICT and teachers’ age |
Table 3.14 | Relationship between the extent to which teachers use ICT and teachers’ age, controlling for teacher characteristics, training in the use of ICT and classroom composition |
Table 3.15 | Allocation of teachers who use ICT for teaching on a regular basis |
Table 3.16 | Variation in teachers’ regular use of ICT for teaching, after controlling for teacher and school characteristics and schools’ digital infrastructure |
Table 3.17 | Relationship between the extent to which teachers use ICT and teachers’ engagement in professional collaboration, controlling for teacher characteristics, training in the use of ICT and classroom composition |
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