Resources

While there has been substantial investment in early-grade reading in low- and middle-income country contexts (LMICs) in the last 15 years, and a concomitant increase in evidence around what works...

To support the Ministry of Public Education (MoPE) in achieving its reform agenda, USAID initiated the Uzbekistan Education for Excellence Program (UEEP) to improve the quality of education and...

This presentation focused on learning through play-based pedagogies in Kenya, Rwanda and Ghana. Some key findings discussed are: (1) Teachers in general support the concept of play and employing...

The purpose of this formal group panel presentation is to hold an in-depth discussion on USAID’s investments into system strengthening across Asia over the past decade and how these efforts are...

While there is growing evidence of the impact of learning through play (LtP) on student outcomes in high-income countries, there is little research linking LtP to learning outcomes in low-and...

The Mathematics Knowledge for Teaching (MKT) is a short survey (23 items) that measures primary grade teacher knowledge by a) math domains and b) pedagogical and content knowledge. Math domain...

Efforts to promote playful pedagogies in low- and middle-income countries face many challenges. Among these challenges are the norms of teacher-child interaction that have a strong cultural basis....

This presentation was delivered as part of the 2022 Comparative and International Education Society (CIES) conference as part of a panel describing the Education Futures research activity...

Policy linking is a standard-setting methodology, long used in many countries, to set benchmarks (or cut scores) on learning assessments that allow those countries to determine what percentage of...

The CRLA was initially conceived as a 5-minute start-up reading assessment designed to help teachers quickly determine the reading profiles of their G1-G3 learners, and develop appropriate reading...