Instructional Practices for Effective Large-Scale Reading Interventions (Learning at Scale)

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief). These programs were selected based on their demonstrated gains in reading outcomes at-scale, from either midline or endline impact evaluations. The study addressed three overarching research questions, focused on understanding the components of instructional practices (Brief 1), instructional supports (Brief 2), and system supports (Brief 3) that lead to effective instruction. This brief focuses specifically on instructional practices. It addresses the following research question: What classroom ingredients (e.g., teaching practices, classroom environment) lead to learning in programs that are effective at scale?

Training teachers or robots: Unexpected findings of a 7-country teacher professional development study [CIES 2019 Presentation]

This presentation unpacks findings from a seven-country teacher professional development study, presented by Dr. Benjamin Piper and Jessica Mejia at CIES 2019.

Pilot research to large scale practice: Kenya’s path to a national literacy program underpinned by evidence [CIES 2019 Presentation]

At CIES 2019, Dr. Benjamin Piper reflected on the use of experimental and implementation research to inform the scale-up and success of the USAID Tusome Early Grade Reading Activity in Kenya.

Longitudinal impacts of the medium-scale Tayari pre-primary intervention in Kenya: Resisting fadeout effects? [CIES 2019 Presentation]

This presentation shares findings from a longitudinal study of the Kenya Tayari program, examining whether ECD effects persisted into primary school, presented by Dr. Benjamin Piper at CIES 2019.

Language of instruction and refugee learners: A mixed-methods study of the Tusome intervention and language options in Kakuma refugee camp [CIES 2019 Presentation]

Findings on the impact of the Tusome intervention and language of instruction on refugee learners in the Kakuma refugee camp in Kenya, presented by Dr. Benjamin Piper at CIES 2019.

Gender patterns in mathematics achievement in the early years: Results from Tayari Kenya [CIES 2019 Presentation]

Dr. Benjamin Piper and Dr. Yasmin Sitabkhan presented findings at CIES 2019 on gender and math in the preschool years from the Kenya Tayari program.