Piper, B.

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.

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects.

Cambodia’s teacher professional development (PD) system is at a crossroads. There is a growing realization that the lower than expected learning outcomes in Cambodia are directly related to lower than desirable classroom teaching.

Midterm evaluation of longitudinal study conducted through the Tayari Early Childhood Development and Education Programme.

Presentation delivered at CIES 2017 (Atlanta). The Tayari intervention’s randomized controlled trial design is structured to allow for causal inference of Tayari’s impact on school readiness.

Presentation delivered at CIES 2017 (Atlanta).

Article published in the International Review of Education. February 2016, Volume 62, Issue 1, pp 101–111. Published abstract: "Ubuntu is an African philosophy of human kindness; applying it in the Global South would fundamentally alter the design of the education sector.

From the CGD Website on the event: "Please join the Center for Global Development (CGD) and the Abdul Latif Jameel Poverty Action Lab (J-PAL) to take stock of the evidence and impact evaluation movement and its promise for improving social policy in developing countries. In 2006, CGD released a wo

This article reviews the development of the EGRA and EGMA, which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.

Article published in Africa Education Review, Volume 12, 2015 - Issue 1. Published Abstract: Children from low-income families are at risk of learning outcome difficulties, particularly in literacy.