Randolph, E.

Remediation -- providing additional support to help students catch up to and/or master the content being taught in class -- is needed by many students but is often challenging to implement.

We are indeed dealing with a volatile, uncertain, complex, and ambiguous (VUCA) environment. The Philippines suffers natural and man-made vulnerabilities such as typhoons that occur throughout the year, earthquakes, and more recently, the coronavirus disease 2019 (COVID-19) pandemic.

The conventional ways that new pedagogies are taught and supported in low- and middle-income countries rarely leverage the social networks and relationships that are paramount for individuals to shift their beliefs and make positive decisions about adopting new methodologies, and for them to sustain

The purpose of this field guide is to introduce concepts, tools, and group activities that can be used to guide educators in co-creating locally defined prototypes of future learning spaces that will not only enhance social, emotional, and academic learning for all Filipino learners, but will ensure

In June 2020 the Philippines Department of Education (DepEd) adopted the Basic Education Learning Continuity Plan (BE-LCP), a framework to guide the 2020–2021 school year in light of school closures that started in March 2020, during the final weeks of the 2019–2020 school year.

Case studies of RTI's work on strengthening institutional capacity in Nepal, Jordan, Malawi, and Uganda focusing on three core functions: (1) setting and communicating expectations; (2) monitoring against expectations; (3) providing targeted support to struggling schools.

“Agent based modeling: A method for understanding individual, social, and environmental influences on learning and equality in the classroom.” Learning science in the past decade has provided considerable evidence that learning is at once emotional, social, and cognitive (MH Immordino-Yang, et al 20

This presentation describes findings from a study of the remote learning experience of school actors; school heads, teachers, parents and other HLPs, and learners during the first year of COVID-19 school closures in the Philippines.

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 country while classrooms were closed.

LARA developed a set of qualitative tools to learn about the successes and challenges related to the implementation of Journeys and to understand what changes staff and pupils had observed since Journeys started in the program schools.