Presentations
Extending literacy beyond the classroom: youth groups and library partnerships for sustainability [CIES 2019 Presentation]
Under the Tusome-Nakuru County Youth Bunge Forum (NCYBF), the program sought to engage the youth in improving early literacy skills among Grades 1-3 children in Nakuru County in Kenya. The Nakuru County Youth Bunge Forum (NCYBF) signed a memorandum of agreement with the local public library, the Kenya National Library Services (KNLS), Nakuru Branch to provide enhanced literacy activities. This CIES 2019 presentation will share the outcomes of the partnership, the effect on children’s literacy skills and the long term benefits to the program implementation and its sustainability.
Instructional coaching and literacy improvement at national scale: Lessons from Kenya’s Tusome early grade reading activity [CIES 2019 Presentation]
The Tusome Early Grade Reading Activity is USAID’s flagship education program in Kenya. This CIES 2019 presentation shares the findings from research currently in progress to analyze Tusome’s 2017 lesson observation data, and shares lessons learned from: designing a coaching program to operate at scale; effectively combining incentives and sanctions to drive coaching activities; and effectively combining automated, moderately high-tech data pipelines with qualitative, low-tech feedback on coaching of coaches.
Benefits (and Costs) of improved data for tracking SDG4 [CIES 2019 Presentation]
There is an abundance of research about the costs of measuring the SDGs. Institutions with the mandate to measure the SDGs are busy estimating costs and making plans to improve both reporting and capacity within countries. However, some observers and commentators are skeptical about the benefits of measurement. This CIES 2019 presentation takes a “value of information” approach to calculating the benefits of having and using information by asking: what is the social (monetary) benefit of running an education system with full information versus running the same education system with only limited information?
Getting to ownership and use of information: the case of Uganda in Ministry-led Early Grade Reading Assessment and Action Research [CIES 2019 Presentation]
The USAID/Uganda School Health and Reading Program (SHRP) works through existing Ministry systems to provide reading instruction in 12 local languages and English to over 3,000 primary schools. A major focus of the program has been on increasing the use of evidence to inform programs and improve performance. This CIES 2019 presentation highlights examples of program support to the Ministry to take the lead in information generation to increase “buy in” of results and, ultimately, action.
Users, Functions & Findings: The evolution of Classroom Observation tools for literacy instruction in Uganda [CIES 2019 Presentation]
In this CIES 2019 presentation, Rachel Jordan presents how Tangerine Tutor is used to conduct and improve upon classroom observations in the USAID Uganda School Health and Reading Program.
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.