Science of Teaching supported research to increase the evidence base of ‘what works’ to improve foundational literacy and numeracy at large-scale. We invite you to explore the topics of study below, which include: assessment-informed instruction, coaching, remediation, language transfer, math instruction, and school and district leadership.
Supporting Assessment-Informed Instruction
Impact of Remediation on Learning Outcomes in Reading: Evidence from a Randomized Controlled Trial in Ghana (November 2022)
Instruction Influences Cross-Language Transfer of Reading Skills: Evidence from a Randomized Controlled Trial
Primary Investigator:
Dr. Young-Suk Kim
Coaching Subject Advisor Study
Developing Teachers’ Competence in Teaching Mental Mathematics in Grades 2 and 3
The Middle Tier and Improving Foundational Literacy Outcomes: New Evidence from Best-Practice Districts in Rwanda
Primary Investigator:
Christine Beggs
An exploration into the enablers and barriers that affect teachers’ uptake and use of pedagogical best practices
Primary researchers:
Ped Pack Practitioners
Implications of and Strategies for Dealing with Language-of-Instruction Mismatch in Senegal
Primary Investigator:
Margaret Dubeck
WhatsApp API-based CPD to improve teachers’ mathematical knowledge (South Africa)
Using co-creation to develop lessons/activities that support students’ problem-solving skills (Ghana)
Primary Investigator:
Dr Ernest Ampadu
Teachers’ Understanding of Learning Progressions in Foundational Numeracy (Malawi)
Primary Investigators:
Mercy Kazima and Yasmin Sitabkhan
Tanzania Numeracy Research Project: What’s the buzz? Students discussing math ideas in groups
Strengthening the Middle Tier for Foundational Learning School Support, Data Use, and Policy Implementation in Senegal
Primary Investigator:
Joe DeStefano
Read The Full Study
