Teaching and Learning

This study uses national Grade (G) 3 Early Grade Reading Assessment (EGRA) data from 2013, when G3 students learned to read in Filipino and English rather than a mother tongue, and comparable data from 2019, when G3 students would have, according to policy, first learned to read in their mother tong

The purpose of this activity was to develop and pilot a CB-EGRA in the Khmer language for validation and use in Cambodia. The CB-EGRA is a paper-based assessment that can be administered with little training to a group of students at one time.

This presentation was delivered during CIES 2024 conference. It describes a pilot remedial reading program that was conducted as part of the Tusome program. The program was focused on improving the foundational English literacy skills of struggling grade 3 learners.

This presentation delivered at the CIES 2024 conference in Miami describes the bilingual reforms in Senegal and how they are supported through local language specialists (via the local organization ARED) and community engagement.

This presentation delivered at the CIES 2024 conference in Miami describes the bilingual reforms in Senegal and how they are supported through local language specialists (via the local organization ARED) and community engagement

Presentation for CIES 2024 panel: Disrupting the Status Quo of Continuous Teacher Professional Development: Alternative Models for Improved Learning Outcomes. This presentation describes the Senegal RELIT programme's teacher professional development process.

In Year 2 (October 2020–September 2021), the Program designed and implemented a Status of Instruction Study (SIS) to shed light on teachers’ knowledge, attitudes and beliefs, skills, and behaviors; the resources available at the school level and for the targeted subjects; and how these resources are

This first phase of this Teacher Guide Uptake Study (TGUS I) examines teachers’ use of TGs and application of student-centered teaching strategies to provide targeted feedback for the revision of the TGs.

The Uzbekistan Education for Excellence Program (the Program) is funded by the United States Agency for International Development (USAID) and implemented by the Ministry of Public Education (MoPE) in partnership with the RTI International Consortium, including Florida State University and Mississipp