Harden, K.

This report summarizes the findings of additional analyses conducted to delve deeper and develop more insight into the piloting of the Self-Administered Early Grade Reading Assessment (SA-EGRA) and the Self-Administered Early Grade Mathematics Assessment (SA-EGMA).

This report summarizes the findings of an effort to develop and validate tablet-based, self-administered assessments of Chichewa-language foundational literacy and numeracy in the early grades in Malawi.

The purpose of this paper is to present a methodology for understanding materials usage in primary classrooms in Sub-Saharan Africa that centers teachers’ actions and voices. The United Nation’s Sustainable Development Goal 4 focuses on improved primary education around the world.

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 report summarizes the findings of an effort to develop and validate tablet-based, self-administered assessments of English-language foundational literacy and numeracy in the early grades.

The Research for Effective Education Programming – Africa (REEP–A) Task Order, awarded in September 2016, is a five-year project within the United States Agency for International Development (USAID) Africa Bureau.

The purpose of this session is to articulate a research framework that centers teachers’ voices when trying to understand how teachers use curriculum materials in the classroom.

This presentation highlights some of the results and implications of a 2019 study on fidelity of implementation of the language of instruction policy in the Philippines. In 2009 the Philippines Department of Education issued Order No.

The objective of this study was to provide insight into the relationships between the teachers’ and students’ language usage, the MTB-MLE policy implementation, and student reading outcomes, especially in areas with linguistically heterogeneous populations.

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries.