Our contributions to CIES 2024

At the 68th annual meeting of the Comparative and International Education Society (CIES), a global network of researchers and practitioners gathered to exchange diverse perspectives on how to improve education worldwide. During panels, workshops, and networking events, attendees shared insights, discussed ideas, and formed new partnerships.  

Over 30 RTI experts contributed research on topics such as learning remediation and recovery, system strengthening for improved literacy and numeracy, social emotional learning, climate resilience in education, and more.  

We are grateful for the space CIES provides to connect with colleagues dedicated to advancing positive change in international education. As we continue reflecting on all that we learned, we’re excited to share RTI’s contributions to the evidence base. Scroll down to access our CIES presentations, visit our website to learn more about our work, and click here to sign up to receive regular updates on RTI’s education work. 

Thursday, March 7  

Reflections on promoting Nurturing Care as a cultural outsider  

Monday, March 11  

Mitigating the learning crisis   

Dosage and feed-forward information loops: Maximizing the effectiveness of cascade teacher education in Uzbekistan  

Uncovering risks during compounded crises in Lebanon 

Public libraries are centers for the development of literate modern citizens  

Social-Emotional learning, academic achievement, and inequality – SEL’s potential to improve academic outcomes: Expanding the outcomes  

Tuesday, March 12  

Breaking norms, accelerating learning recovery, and building a case for equity in the Philippines  

Cambodia IECD longitudinal study baseline 

Disrupting the status quo of continuous teacher professional development: Alternative models for improved learning outcomes  

Instructional design of a blended teacher professional development (TPD) course in the Philippines  

An alternative model of continuous teacher professional development for better learning outcomes in Senegal 

Implementing a new teacher professional development system in Tanzania: old habits die hard 

Wednesday, March 13  

Locally driven prototypes of future learning spaces in the Philippines: Applying education technologies to address local priorities  

Promoting technology-enhanced mentoring for a sustainable teacher support system in Central Asia – Initiatives from Kyrgyzstan  

Social emotional learning and inequalities in academic achievement: Evidence from Kenya, Ethiopia, Peru, India and Vietnam  

To nudge or not to nudge? Improving classroom instruction to achieve learning for all  

Where the system meets the school

Climate resilience in education  

Lessons learned from studies of teacher professional development in Uzbekistan    

Thursday, March 14  

Data-driven decentralized school support: The use of student learning data to direct management support in Tanzania  

Early warning system based on timely information  

Aligning Learning Inputs to Global Norms (ALIGN) for minimum proficiency: Case studies from Djibouti, Uzbekistan, Nigeria  

Longitudinal study of literacy and language acquisition in the Philippines  

Bilingual education in Senegal: An “irreversible option”: Context, pedagogy, and communication  

What we are learning about learning networks   

System change in primary education: Liberating learning through revision of the National Standards Framework and Subject Standards in Kyrgyz Republic  

The ant and the grasshopper: Lessons for collaborative planning in a changing world  

Learning from successful early-grade math programs: Lessons from the numeracy at scale study  

The use of WordCalc tool: Developing grade-appropriate books that children love to read!

Harnessing AI speech recognition technology for educational reading assessments amid the COVID-19 pandemic in the Philippines