Presentations | 16 March 2017
Relationships Between Coach Support and Teacher Instructional Practices Preliminary Findings from the Nigeria Reading and Access Research Activity (RARA)
Presentation delivered at CIES2017 (Atlanta).
Presentations | 14 March 2017
The Power of Instructional Support: Using Existing Systems to Change Teacher Behavior in Kenya
Presentation delivered at CIES 2017 (Atlanta). Instructional support is essential in the process of creating and supporting instructional change. Educational quality improvement is the elusive goal for many recent literacy improvement programs and strategies.
Presentations | 7 December 2016
What Have We Learned? Improving Development Policy through Impact Evaluation (Presentation)
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
Reports | 30 November 2016
Incentives to teach, incentives to read: A pilot of symbolic incentives for teachers and students in Jordan
Motivation is key to behavior change in teaching and learning processes. Motivated teachers are thought to be more likely to be willing to experiment with different instructional approaches in the classroom. Motivated students are hypothesized to put forth extra effort during learning activities.
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.
Reports | 27 September 2016
USAID/Uganda School Health and Reading Program: The Status of Early Grade Reading and Support to Primary School Teachers to Teach Reading in Uganda: Cluster 2 Baseline Report
This report summarizes the findings from a baseline assessment that was conducted in February and March, 2014 to determine the current status of reading achievement in the “Cluster 2” schools in which the Program will be working, as well as achievement in control1 schools that will be used as a basi
Briefs | 27 September 2016
Uganda School Health and Reading Program Early Grade Reading Assessment Cluster 3 Follow Up 1
This brief discusses Cluster 3 schools where Early Grade Reading Assessment (EGRA) data were collected from 112 randomly selected program and control schools without the program in 9 districts in Uganda1 in October, 2015 from 1,504 program learners and 1,432 control learners at the end of P1 and the
Reports | 27 September 2016
USAID/Uganda School Health and Reading Program: The Status of Early Grade Reading and Support to Primary School Teachers to Teach Reading in Uganda: Cluster 3 Baseline Report
This report summarizes the findings from a baseline assessment that was conducted in February and March, 2015 to determine the current status of reading achievement in the “Cluster 3” schools in which the Program is currently working, as well as achievement in control1 schools that will be used as a
Briefs | 27 September 2016
Uganda School Health and Reading Program Early Grade Reading Assessment Cluster 2 Follow Up 2
This brief discusses the Early Grade Reading Assessment (EGRA) data collected for Cluster 2 shows that Leb Acӧli, Lugbarati, and Runyoro-Rutooro schools receiving the SHRP intervention are continuing to make small but significant progress towards reading proficiency.
Briefs | 27 September 2016
Uganda School Health and Reading Program Early Grade Reading Assessment Cluster 2 Follow Up 1
This brief looks at whether or not reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions.