Mending the Education Divide

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?

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

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Table A C.2.  Online tables for Chapter 3 – Do students have equitable access to digital learning in school?

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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Table A C.3.  Online tables for Annex B – Technical notes on analyses in this report

Table A B.2	Teachers, by school characteristics
Table A B.3	Principals, by school characteristics

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