FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 403
ROBBI E DEAN + AGNES TOLESCU / WHOLE CHILD DEVELOPMENT IN THE TEACH FOR ALL NETWORK
4. DISCUSSION AND FUTURE RESEARCH
In addition to teachers’ well-being, Teach For All encourages new research on
parental collaboration, quality implementation and adaptation, school climate,
early childhood interventions. The Teach For All Research Agenda must also
recognize the multifaceted nature of what contributes to whole child outcomes,
including school and home environments, as well as psycho- and physiological
development factors.
Teach For All9s orst large-scale study on whole child development outcomes demonstrates promising ondings that concerted efforts to train
and provide ongoing support to novice teachers in developing contexts
can accelerate foundational learning and support student social and
emotional development. The study also raises further questions about
how we can best support teachers and how to effectively evaluate whole
child development. Of additional importance, this study represents the
orst evidence of Teach For All network9s approach to WCD in the global
south, and provides lessons for how to support organizations and school
systems in measuring and evaluating whole child outcomes.
The study demonstrates that TFN fellows have outsized impacts on
student foundational literacy and mathematics, as measured between
2-3 months of additional learning gains in literacy and 2-5 months of
additional learning gains in mathematics compared to students in the
comparison group.
In terms of social and emotional learning development, the qualitative insights clearly indicate parent and peer teachers9 perceptions of
progress in terms of student behaviour and socio-emotional development; however, the quantitative analysis did not ond evidence that social
and emotional skills improved more for students of TFN fellows as compared to students of non-TFN fellows in comparison schools. TFN fellows were perceived as successful in relationship building with students
and parents and in demonstrating care for their students. The qualitative component also pointed to TFN fellows fostering growth-orientation among students towards learning and greater diligence toward
their schoolwork, contributing to students to make noticeable academic
progress. Moreover, according to qualitative evidence, students9 general
sense of respect for others and self-conodence improved.
The study also provides important feedback to TFN and the Teach For
All network on how to best support teachers to thrive in under-resourced
environments and to continue to work with local educational authorities
to advocate for WCD and create pathways for fellows to continue to work
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