Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides.
Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers...
| Publicado en: | World Development Vol. 106; pp. 324 - 337 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Elsevier B.V.
Jun2018
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=128742812&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 128742812 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0305750X WDV jtl: World Development issn: 0305750X maglogo: N pubinfo: dt: Jun2018 vid: 106 pid: 2410 pub: Elsevier B.V. artinfo: ui: 128742812 10.1016/j.worlddev.2018.01.018 ppf: 324 ppct: 13 formats: tig: atl: Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. aug: au: Piper, Benjamin Simmons Zuilkowski, Stephanie Dubeck, Margaret Jepkemei, Evelyn King, Simon J. affil: RTI International, Misha Tower, 3rd Floor, 47 Westlands Road, P.O. Box 1181-00621, Village Market, Nairobi, Kenya Learning Systems Institute, Florida State University, University Center C 4600, Tallahassee, FL 32306, USA RTI International, 701 13th Street, NW, Suite 750, Washington, DC 20005-3967, USA RTI International, 3040 Cornwallis Road, P.O. Box 12194, Research Triangle Park, NC 27709-2194, USA su: Literacy Numeracy Teacher development Textbooks Educational coaching Education in developing countries Curriculum planning sug: subj: Literacy Other printing Numeracy Teacher development Textbooks Educational coaching Education in developing countries Curriculum planning keyword: Africa Program evaluation Randomized controlled trial Reading Africa Program evaluation Randomized controlled trial Reading ab: Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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