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Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and scaling pedagogic innovation in sub-Saharan Africa: Grounded insights for teacher professional development. Journal of Learning for Development, 5(1), 58–78. https://doi.org/10.56059/jl4d.v5i1.264

Haßler, B., & Moss, C. (2020). Teacher professional development and coaching in low-income countries: An evidence-informed conversation (EdTech Hub Helpdesk Response No. 1). EdTech Hub. https://doi.org/10.53832/edtechhub.0011

Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional Development Research: Consensus, Crossroads, and Challenges. Educational Researcher, 42(9), 476–487. https://doi.org/10.3102/0013189X13512674

Hussain, R., & Ali, S. (2010). Improving public school teachers in Pakistan: challenges and opportunities. Improving Schools. Improving Schools, 13(1), 70–80. https://doi.org/10.1177/1365480209352404

International Institute for Educational Planning. (2019). Teacher career reforms: Learning from experience (No. 1). International Institute for Educational Planning. https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372127&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_9ba4cf16-46f1-45ee-8af6-e206d5e68320%3F_%3D372127eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000372127/PDF/372127eng.pdf#research_brief_01_st_WEB.indd%3A.13909%3A6994

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Kane, T., & Staiger, D. (2012). Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains. Bill and Melinda Gates Foundation. https://files.eric.ed.gov/fulltext/ED540960.pdf

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King, F. (2014). Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education, 40(1), 89–111. https://doi.org/10.1080/19415257.2013.823099

Kipp, S. (2017). Low-cost, familiar tech for teacher support: Evidence from a SMS campaign for early grade teachers in Malawi. https://shared.rti.org/content/low-cost-familiar-tech-teacher-support-evidence-sms-campaign-early-grade-teachers-malawi

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268

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Lewis, I., & Bagree, S. (2013). Teachers for All: Inclusive Teaching for Children with Disabilities (p. 24). International Disability and Development Consortium.

Loyalka, P., Popova, A., Li, G., & Shi, Z. (2019). Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program. American Economic Journal: Applied Economics, 11(3), 128–154. https://doi.org/10.1257/app.20170226

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Naslund-Hadley, E., Parker, S. W., & Hernandez-Agramonte, J. M. (2014). Fostering Early Math Comprehension: Experimental Evidence from Paraguay. Global Education Review, 1(4).

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Piper, B., Oyanga, A., Mejia, J., & Pouezevara, S. (2017). Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system. International Journal of Education and Development Using Information and Communication Technology, 13(3), 57–79. http://ijedict.dec.uwi.edu/viewarticle.php?id=2353

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Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018

Piper, B., Sitabkhan, Y., Mejia, J., & Betts, K. (2018). Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press. https://doi.org/10.3768/rtipress.2018.op.0053.1805

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