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.
Reports | 7 March 2017
Effective Teaching and Education Policy in Sub-Saharan Africa: A Conceptual Study of Effective Teaching and Review of Educational Policies in 11 Sub-Saharan African Countries
This report explores teacher issues and policies in sub-Saharan African countries via three interrelated questions and methods, each of which is discussed in turn.
First, the paper presents the state of issues related to teaching and learning in sub-Saharan African countries.
Literature Reviews and Desk Studies | 21 February 2017
Early Primary Mathematics Education in Arab Countries of the Middle East and North Africa
MENA countries are facing significant challenges in providing access to quality education for children in the early grades.
Reports | 13 February 2017
Pre-Service Teacher Education Programs at Colleges of Teacher Education in Ethiopia (A READ-TA Baseline Assessment)
Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.
Reports | 13 February 2017
Teacher Professional Development and Support Systems: An Analys is of Seven Language Areas in Ethiopia (A READ TA Baseline Assessment Report)
Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.
Reports | 13 February 2017
READ TA Information and Communication Technology (ICT) Baseline Assessment Report
Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.
Reports | 25 January 2017
Nigeria Reading and Access Research Activity (RARA): Results of an Approach to Improve Early Grade Reading in Hausa in Bauchi and Sokoto States
From December 2014 to June 2015, the Nigeria Reading and Access Research Activity (RARA) evaluated the effectiveness of an instructional approach to improving Hausa early grade reading outcomes among Primary 2 pupils in the Northern Nigerian states of Bauchi and Sokoto.
Reports | 7 December 2016
Malawi Early Grade Reading Activity: Scripting Study Report
The Malawi Early Grade Reading Activity (EGRA), funded by the United States Agency for International Development (USAID) and implemented by RTI International, is designed to support the Malawi Ministry of Education, Science and Technology (MoEST) in improving the reading performance of Malawian lear
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.