Teacher Professional Development

Several forces are at play in determining whether pedagogical approaches are optimally adapted to the culture of children’s behaviour and of teacher-child interaction in the classroom.

This panel shared presentations from Uganda government officials and development partners which are collaboratively engaged in the efforts to improve and assess EGR in Uganda’s primary schools.

This presentation introduces the panel of authors who presented at CIES 2019 about their chapter of the book.

The purpose of this brief is to answer the question: What are the considerations for effective ECE programming in the Asia region? To answer, we focus on the quality and sustainability, including governance and financing, of ECE.

The quality of instruction in the classroom is key to children's learning and development. This brief looks at the dimensions of guided play, emergent literacy, emergent mathematics, and language of instruction on the quality of instruction.

Training opportunities and appropriate teacher curriculum are often insufficient, and effective regulatory frameworks for preparing, staffing, and monitoring ECE teachers are often lacking.

Improving early grade reading and writing outcomes has implications more far-reaching than simply raising scores on national and international assessments. Reading is a fundamental tool for thinking and learning, which has an integrated and cumulative effect on comprehension in all subject areas.

RTI International and its partner AMIDEAST supported the Ministry of Education and Higher Education (MOEHE) in the implementation of the United States Agency for International Development (USAID)/West Bank Early Grade Reading (EGR) project.

In cooperation with the MOEHE Training Technical Working Group (TWG), EGR developed training modules in the five basic reading skills: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension as well as a comprehensive module in writing skills.

The US Agency for International Development (USAID) Early Grade Reading (EGR) Project in the West Bank completed its first year successfully with the completion of assessments and surveys, curriculum and standards reviews, and instructional materials in preparation for Year 2 implementation in schoo