Ezequiel Molina
Biographic Data
| ID | 3960638 |
|---|---|
| NAME | Ezequiel Molina |
| GIVEN NAMES | Ezequiel |
| FAMILY NAME | Molina |
| SIGNATURE | MOLINA E |
| AFFILIATIONS | World Bank |
| ORCID | 0000-0001-7332-7483 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teaching for all? Measuring the quality of inclusive practices across eight countries
While consensus exists on the importance of inclusive education, there is limited evidence on the use and quality of inclusive teaching practices and the extent to which these are related to effective teaching more generally. This article uses the Universal Design for Learning Framework and Teach observation tool to examine use of inclusive teaching practices across eight countries and their relationship to other teaching quality behaviours. Thro…
Measuring the quality of teaching practices in primary schools
Monitoring the quality of teaching practices of primary school teachers in low-and-middle-income countries is often hampered by the lack of freely available classroom observation tools that are feasible to administer, validated in their own setting, and can be used as part of national monitoring systems. To address this discrepancy, Teach, an open-access classroom observation tool, was developed to measure the quality of teaching practices of pri…
Community Monitoring Interventions to Curb Corruption and Increase Access and Quality in Service Delivery
There is a belief that allowing communities monitoring power over providers could be beneficial for improving service delivery and reducing corruption in service delivery. In community monitoring interventions (CMIs), the community is given the opportunity to observe and assess providers’ performance and provide feedback to providers and politicians. This systematic review and meta-analysis appraises and synthesises evidence on the effects of CMI…
Enrollment without Learning
School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses …
Outcomes, Opportunity and Development
This paper studies the relationship between inequality of opportunity and development outcomes in a cross-country setting. Scholars have long debated the impact of inequality on growth, development, and the quality of institutions in a society. The empirical relationships are however confounded by the notion that "inequality" can be seen as a composite of inequality arising from differences in effort and ability, which would tend to encourage com…
Enrollment without Learning
School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses …
Measuring the quality of teaching practices in primary schools
Monitoring the quality of teaching practices of primary school teachers in low-and-middle-income countries is often hampered by the lack of freely available classroom observation tools that are feasible to administer, validated in their own setting, and can be used as part of national monitoring systems. To address this discrepancy, Teach, an open-access classroom observation tool, was developed to measure the quality of teaching practices of pri…
Outcomes, Opportunity and Development
This paper studies the relationship between inequality of opportunity and development outcomes in a cross-country setting. Scholars have long debated the impact of inequality on growth, development, and the quality of institutions in a society. The empirical relationships are however confounded by the notion that "inequality" can be seen as a composite of inequality arising from differences in effort and ability, which would tend to encourage com…
Community Monitoring Interventions to Curb Corruption and Increase Access and Quality in Service Delivery
There is a belief that allowing communities monitoring power over providers could be beneficial for improving service delivery and reducing corruption in service delivery. In community monitoring interventions (CMIs), the community is given the opportunity to observe and assess providers’ performance and provide feedback to providers and politicians. This systematic review and meta-analysis appraises and synthesises evidence on the effects of CMI…
Enrollment without Learning
School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses …
Measuring the quality of teaching practices in primary schools
Monitoring the quality of teaching practices of primary school teachers in low-and-middle-income countries is often hampered by the lack of freely available classroom observation tools that are feasible to administer, validated in their own setting, and can be used as part of national monitoring systems. To address this discrepancy, Teach, an open-access classroom observation tool, was developed to measure the quality of teaching practices of pri…
Teaching for all? Measuring the quality of inclusive practices across eight countries
While consensus exists on the importance of inclusive education, there is limited evidence on the use and quality of inclusive teaching practices and the extent to which these are related to effective teaching more generally. This article uses the Universal Design for Learning Framework and Teach observation tool to examine use of inclusive teaching practices across eight countries and their relationship to other teaching quality behaviours. Thro…
Business (3 works) · Economics (3 works) · Mathematics education (3 works) · Medicine (3 works) · Political science (3 works) · Psychology (3 works) · Economic growth (2 works) · Medical education (2 works) · Pedagogy (2 works) · Quality (philosophy (2 works)