Resources

Description of collaborative process used ensure coherence and alignment of curricular content of preservice teacher preparation and in-service teacher professional development.

The All Children Reading–Asia (ACR–Asia) Return to Learning Cambodia Case Study was designed to research the Cambodia Ministry of Education, Youth, and Sport’s (MoEYS’s) response to the disruption...

Due to increasing rates of COVID19 infection in Cambodia, primary schools were closed from March 2021 through the end of the school year. In Kampong Thom, Kampot, and Kep, the USAID-funded and...

Describes the development of mother tongue supplementary materials to support the implementation of the MTB-MLE approach to language education.

The LQAS methodology has a number of objectives in the education sector, including: Holding schools greater accountability; Increasing implementation fidelity and credibility; Identifying schools...

In 2009 the Philippines introduced a mother tongue-based multilingual education language policy requiring the “mother tongue” as the language of instruction (LOI) in kindergarten through grade 3....

This first phase of this Teacher Guide Uptake Study (TGUS I) examines teachers’ use of TGs and application of student-centered teaching strategies to provide targeted feedback for the revision of...

Independent classroom observation- updated electronic system manual (2022).

RAMP Field Directorates Indicators Guide Community Mobilization Tool.

The Remote Learning Study was conducted during the 2020–2021 school year to investigate how mother-tongue-based multilingual education reading instruction proceeded in 20 schools around the...