Dubeck, M.

*** This is the Russian translation of the Science of Teaching Structured Pedagogy Guide Literature Review *** Результаты обучения в странах с низким и средним уровнем дохода являются катастрофически низкими.

В данном руководстве рассматриваются шаги, связанные с изучением существующей национальной учебной программы, а также разработкой ее объема и последовательности.

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.

Despite the growing interest in supporting learning through play across many low and middle-income countries, measures of how contexts can support learning through play are lacking.

The lack of information about children’s oral language skills limits our understanding of why some children do not respond to literacy instruction.

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.

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth (Goldstein, 2012).

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs).

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief).

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.