Publications | 15 November 2017
Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics
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.
Publications | 7 December 2016
“I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya.
Article published in the International Journal of Education and Development, Volume 50. From Journal abstract: "Initial access to school is nearly universal in Kenya, but many children who enroll drop out before completing primary school.
Publications | 24 October 2016
Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial
Article published in Journal of Research on Educational Effectiveness.
Publications | 21 October 2016
Implementing Mother Tongue Instruction in the Real World: Results from a Medium-Scale Randomized Controlled Trial in Kenya
Article published in Comparative Education Review. Published abstract: Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited.
Publications | 4 October 2016
Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya
Article published in the International Journal of Educational Development, Volume 49, July 2016, Pages 204–214. Published abstract: Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes.