Teachers in developing countries

Abstract This chapter reviews rigorous high-quality evaluations of teaching and teacher interventions in developing countries. Teachers can have large impacts on student learning in both developed and developing countries (see Azam & Kingdon, 2015, and the references therein). This review focuses on three main questions: (1) What teaching, teacher and pedagogical policies increase students' time spent in school, as measured by student enrollment, attendance, dropout rates and completed years of schooling? (2) What teaching, teacher and pedagogical policies and programs increase student learning as measured by test scores? and (3) What policies lead to improved teacher outcomes, such as teachers’ time in school, attitudes, and pedagogical practices?