Presentations | 8 April 2018
How scripted is too scripted? A mixed-methods analysis of literacy teachers' guides- CIES 2018 Presentation
CIES 2018 Presentation, given by Jessica Mejia. In order to understand how literacy programs differ with respect to the amount of scripting in teachers’ guides, we studied teachers’ guide documents from 19 projects in 13 countries.
Presentations | 8 April 2018
Letting go of the gradual release model in literacy instruction in Kenya- CIES 2018 Presentation
CIES 2018 Presentation, given by Jessica Mejia. The gradual release of responsibility model has been a primary instructional approach in many early grade literacy programs, including the Tusome Early Grade Reading Activity in Kenya.
Publications | 5 January 2018
Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System
Article published in the IJEDICT, Vol. 13, No. 3 (2017). Published Abstract: "Previous large-scale education technology interventions have shown only modest impacts on student achievement.
Literature Reviews and Desk Studies | 29 September 2016
Assessment of Early Grade Reading in the Education Sector in Cambodia [Khmer]
The objective of this sector assessment activity is to identify strengths, weaknesses, and key leverage points to improve children’s reading outcomes within the institutional context of Cambodia’s education system.
Literature Reviews and Desk Studies | 29 September 2016
Assessment of Early Grade Reading in the Education Sector in Cambodia [English]
The objective of this sector assessment activity is to identify strengths, weaknesses, and key leverage points to improve children’s reading outcomes within the institutional context of Cambodia’s education system.