Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization

Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie

doi:10.3768/rtipress.2018.op.0053.1805

Cited by 16 publications

(16 citation statements)

References 13 publications

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“…Similarly, the study findings of Jones and Wheatley (1990) also highlight the importance of teacher-student interaction in the classroom for learning. Furthermore, several studies also reveal that the role of the teacher is very important in the classroom for students learning (Nkrumah Piper et al, 2018;Redding, 2019;Sansone, 2018;Zittleman & Sadker, 2002).…”

Section: Resultsmentioning

confidence: 99%

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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The current research examined the effects of teachers and classrooms environment on girls’ learning skills in girls’ high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students’ learning skills. The study covers 271 girl students from four high schools (two government and two private schools) from district Gujrat, Pakistan. A proportionate random sampling technique was employed to draw a sample from the population. A quantitative cross-sectional survey method was conducted. The measurement tool consisted of eight different measurements of teacher, classroom, and learning skills respectively. The study findings reveal that the classroom environment has been positively associated with the learning skills of the girl students. We experiment with different formulations of the dependent and independent variables, taking full advantage of our data and additional analyses using Structural Equation Modeling (SEM), allowed us to better ascertain and quantify the causal pathways in the relationship between classroom and girls’ learning skills in high schools.

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Section: Resultsmentioning

confidence: 99%

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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“…For literacy this includes bilingual and multimodal texts that are linked to learner developmental progressions and infused with content for strengthening SEL competencies and critical thinking. The goal of the supplementary materials should be to introduce learners to a wide variety of texts types and text genres (Hwa, 2020;Milligan et al, 2016;Piper et al, 2018;Robledo & Gove, 2019). For numeracy, this includes sufficient manipulatives so learners can use them individually or in small groups.…”

Section: Country: Rwandamentioning

confidence: 99%

Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education

Sowa

Jordan

Ralaingita

et al. 2021

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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“…This focus informed the design of all teaching and learning materials, from textbooks to teacher handbooks and lesson plans. These materials also incorporated scripted lessons, which have been shown to work in numerous settings (Piper et al 2018;Romero, Sandefur, and Sandholtz 2020;Eble et al 2021) and are alleged to be particularly helpful for teachers with less training and suboptimal supervision, potentially raising the level of the "floor" of teaching quality in challenging contexts. The absence of heterogeneity in the treatment effect shows the intervention worked similarly for all children.…”

Section: Features Uniqueness and Scalability Of The Interventionmentioning

confidence: 99%

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau

Fazzio¹,

Eble²,

Lumsdaine³

et al. 2020

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Fazzio and Eble share "co-first author" status, as they contributed equally to the work (order of co-first author names was randomized according to Ray and Robson 2018).We are grateful to our administrative, research, and implementation teams in Bissau for their tireless work. Ana Forjaz oversaw the fieldwork at endline. Mark Fisher designed and maintained the database. Gilda Piaggio conducted the power calculation and randomization at the beginning of the study. Yixun Zeng provided research assistance in the preliminary stages of the data analysis. Clive Belfield and Sharon Wolf gave helpful comments on the manuscript. We are grateful to the National Bureau of Economic Research (NBER) for funding the exploratory research on learning levels in Guinea Bissau that motivated this study. We thank the editor and two anonymous referees for generous input which greatly improved the work. This study was funded by Effective Intervention, a UK registered charity. The study passed ethical/ institutional review by the Ministry of Education of Guinea Bissau on 30 August, 2012, and the NBER ethics committee on 1 July, 2014 (ref: IRB Ref#14_06). The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

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Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization

Abstract: This publication is part of the RTI Press Research Report series. Occasional Papers are scholarly essays on policy, methods, or other topics relevant to RTI areas of research or technical focus..

Cited by 16 publications

References 13 publications

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau

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