Resources

It is difficult to imagine an effective teacher who does not have mastery of the content nor command of the pedagogical skills needed to teach literacy. Yet many teachers, particularly in low- and...

The purpose of the facilitator’s Guide for Remedial Instruction Program for School Pupils is to provide guidance to facilitators during the teacher training to make it more practical and active,...

In Kenya, USAID supports the training of deaf education teachers like Martha Mwangu to improve learning outcomes of children with disabilities in grade 1, 2, and 3 through the Tusome Literacy...

The central role that the school and classroom environment or ‘school climate’ plays in social and emotional learning (SEL) is well documented, albeit mostly from US-based studies. RTI...

Programs to promote social and emotional learning (SEL) risk making assumptions about the global relevance of core competences. Because scholarship is lacking about SEL in many parts of the world,...

The primary objective of the study is to evaluate the success of the Journeys intervention in improving school climate; shifting gender attitudes toward more gender equality; strengthening...

Certain conditions of the school and classroom environment—such as encouraging and appreciative classrooms, physical and emotional safety and responsiveness to diversity, among others—positively...

Presentation for the 2019 ICERI conference (Seville, Spain.)

Briefer describing the Results of the Social and Behavior Change Communication Campaign in Uganda to Eliminate Corporal Punishment in Schools.

The United States Agency for International Development (USAID)/Uganda-funded Literacy Achievement and Retention Activity designed an eight-week social and behavior change communication (SBCC)...