@article{piper_mathematics_2018, title = {Mathematics from the beginning: {Evaluating} the {Tayari} preprimary program’s impact on early mathematics skills}, volume = {5}, copyright = {Copyright (c) 2018 Global Education Review}, issn = {2325-663X}, shorttitle = {Mathematics from the {Beginning}}, url = {https://ger.mercy.edu/index.php/ger/article/view/434}, abstract = {Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, \& World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts.}, language = {en}, number = {3}, urldate = {2022-12-02}, journal = {Global Education Review}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Nderu, Evangeline}, month = oct, year = {2018}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2339240:NZYMKPRM 2405685:FE8S3EHI}, keywords = {Sub-Saharan Africa, ⛔ No DOI found}, pages = {57--81}, } @article{piper_does_2016, title = {Does technology improve reading outcomes? {Comparing} the effectiveness and cost-effectiveness of {ICT} interventions for early grade reading in {Kenya}}, volume = {49}, issn = {0738-0593}, shorttitle = {Does technology improve reading outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059316300293}, doi = {10.1016/j.ijedudev.2016.03.006}, abstract = {Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.}, language = {en}, urldate = {2019-11-21}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Strigel, Carmen}, year = {2016}, note = {EdTechHub.Copy: 2129771:QHYYISLI shortDOI: 10/f8t8wn KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 10/f8t8wn 2129771:QHYYISLI 2339240:45CT95ZX 2339240:59F29QUS 2339240:AKA34H48 2339240:ERJRDYGR 2339240:JWWGS2FM 2339240:VHERHC8U 2339240:W2IRHE4N 2405685:6GPCWMKY 2405685:DH6QGZK3 2405685:DSJ268AF 2405685:HNU98RFR 2405685:NAH85KGQ 2405685:RJ64GDLT 2405685:T6BQBZK6 2405685:Y3YWXGDF 2534378:DA5UA4C3 2534378:IQ2QU9ZM 2534378:NFIYL9F6}, keywords = {Education policy, International education, Kenya, Literacy, Reading, Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457283, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {204--214}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.}, language = {en}, number = {3}, urldate = {2022-12-07}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 2339240:X8L2E7PR 2405685:TQU6RKR4}, keywords = {Evaluation, Implementation, Literacy, National, Reading, Reform, Systems}, pages = {293--321}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub}, doi = {10.1016/j.worlddev.2018.01.018}, journal = {World Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, year = {2018}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 2339240:W6C7ZW2X 2405685:53C9AZ8Q 2405685:RIK9NWV4 2534378:E5TCHLS4 2534378:QFTE8W6H}, keywords = {Africa, Literacy, Numeracy, Program evaluation, Randomized controlled trial, Reading, \_\_\_working\_potential\_duplicate}, pages = {324--336}, } @article{piper_multilingual_2016, title = {Multilingual {Literacy} {Skill} {Development} in {Kenya}: {Results} from {Medium} {Scale} {Randomized} {Controlled} {Trials}.}, shorttitle = {Multilingual {Literacy} {Skill} {Development} in {Kenya}}, journal = {Society for Research on Educational Effectiveness}, author = {Piper, Benjamin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUXXIKSF 2405685:BJJQHSKH}, keywords = {⛔ No DOI found}, } @techreport{banerjee_2023_2023, title = {2023 {Cost}-effective {Approaches} to {Improve} {Global} {Learning} - {What} does {Recent} {Evidence} {Tell} {Us} are “{Smart} {Buys}” for {Improving} {Learning} in {Low}- and {Middle}-income {Countries}?}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099420106132331608/IDU0977f73d7022b1047770980c0c5a14598eef8}, abstract = {2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? (English)}, language = {en}, urldate = {2023-10-10}, institution = {World Bank Group}, author = {Banerjee, Abhijit and Andrab, Tahir and Banerji, Rukmini and Dynarski, Susan and Glennerster, Rachel and Grantham-Mcgregor, Sally and Muralidharan, Karthik and Piper, Benjamin and Saavedra Chanduvi, Jaime and Yoshikawa, Hirokazu and Ruto, Sara and Schmelkes, Sylvia}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7GEK8EA 2405685:J3TLG7EN}, } @misc{piper_primary_2014, title = {The {Primary} {Math} and {Reading} {Initiative} ({PRIMR})}, url = {https://pdf.usaid.gov/pdf_docs/pa00k285.pdf}, author = {Piper, Benjamin and Kwayumba, Dunston}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X6IDGLM6 2405685:IN2QIICJ}, } @article{piper_teacher_2015, title = {Teacher coaching in {Kenya}: {Examining} instructional support in public and nonformal schools}, volume = {47}, issn = {0742-051X}, shorttitle = {Teacher coaching in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X15000025}, doi = {10.1016/j.tate.2015.01.001}, abstract = {Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.}, urldate = {2015-03-19}, journal = {Teaching and Teacher Education}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons}, month = apr, year = {2015}, note = {shortDOI: 10/f63z7b KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR}, keywords = {AWP2, C:Kenya, CitedIn:AKFC, CitedIn:OER4Schools-HHH3-B, Coaching, Instruction, Kenya, Literacy, PRIMR, professional development}, pages = {173--183}, } @article{piper_mathematics_2018, title = {Mathematics from the {Beginning}: {Evaluating} the {Tayari} {Preprimary} {Program}’s {Impact} on {Early} {Mathematics} {Skills}}, volume = {5}, shorttitle = {Mathematics from the {Beginning}}, number = {3}, journal = {Global Education Review}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Nderu, Evangeline}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2K55E3J4 2405685:7NRLGDDC}, keywords = {⛔ No DOI found}, pages = {57--81}, } @article{piper_reading_2015, title = {Reading {Skill} {Transfer} across {Languages}: {Outcomes} from {Longitudinal} {Bilingual} {Randomized} {Control} {Trials} in {Kenya} and {Haiti}.}, shorttitle = {Reading {Skill} {Transfer} across {Languages}}, journal = {Society for Research on Educational Effectiveness}, author = {Piper, Benjamin and Bulat, Jennae and Johnston, Andrew}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTSTD8ZH 2405685:N8H5282W}, keywords = {⛔ No DOI found}, } @article{piper_pro-poor_2015, title = {Pro-{Poor} {PRIMR}: {Improving} {Early} {Literacy} {Skills} for {Children} from {Low}-{Income} {Families} in {Kenya}}, volume = {12}, issn = {1814-6627}, shorttitle = {Pro-{Poor} {PRIMR}}, doi = {10.1080/18146627.2015.1036566}, abstract = {Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.}, language = {en}, number = {1}, urldate = {2021-09-06}, journal = {Africa Education Review}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kibukho, Kennedy}, year = {2015}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2015.1036566 2339240:PG45F94W 2405685:772V2TVY}, keywords = {Achievement Gains, Causal Models, Control Groups, Early Intervention, Early Reading, Educational Improvement, Effect Size, Emergent Literacy, Experimental Groups, Foreign Countries, Grade 1, Grade 2, Low Income Students, Oral Reading, Poverty, Randomized Controlled Trials, Reading Comprehension, Reading Fluency, Reading Tests, Regression (Statistics), School Effectiveness, Skill Development, Socioeconomic Status}, pages = {67--87}, } @article{gove_designing_2017, title = {Designing for {Scale}: {Reflections} on {Rolling} {Out} {Reading} {Improvement} in {Kenya} and {Liberia}}, volume = {2017}, copyright = {© 2017 Wiley Periodicals, Inc.}, issn = {1534-8687}, shorttitle = {Designing for {Scale}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/cad.20195}, doi = {10.1002/cad.20195}, abstract = {Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.}, language = {en}, number = {155}, urldate = {2020-01-17}, journal = {New Directions for Child and Adolescent Development}, author = {Gove, Amber and Poole, Medina Korda and Piper, Benjamin}, year = {2017}, note = {shortDOI: 10/ggkzrw KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 10/ggkzrw 2405685:HTRYQVPL}, pages = {77--95}, } @article{piper_implementing_2016, title = {Implementing mother tongue instruction in the real world: {Results} from a medium-scale randomized controlled trial in {Kenya}}, volume = {60}, issn = {0010-4086}, shorttitle = {Implementing {Mother} {Tongue} {Instruction} in the {Real} {World}}, url = {https://www.journals.uchicago.edu/doi/abs/10.1086/688493}, doi = {10.1086/688493}, abstract = {Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.}, number = {4}, urldate = {2022-04-20}, journal = {Comparative Education Review}, author = {Piper, Benjamin and Zuilkowski, Stephanie S. and Ong’ele, Salome}, month = nov, year = {2016}, note = {Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/688493 2405685:LXC5KVML 4042040:N6P4YDEN}, pages = {776--807}, } @article{piper_improving_2016, title = {Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in {Kenya}}, volume = {8}, issn = {1943-9342, 1943-9407}, shorttitle = {Improving procedural and conceptual mathematics outcomes}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2016.1149502}, doi = {10.1080/19439342.2016.1149502}, abstract = {To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme.}, language = {en}, number = {3}, urldate = {2020-01-28}, journal = {Journal of Development Effectiveness}, author = {Piper, Benjamin and Ralaingita, Wendi and Akach, Linda and King, Simon}, month = jul, year = {2016}, note = {shortDOI: 10/gftrqc KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 10/gftrqc 2339240:9H3B7D35 2405685:SUWZCIEL}, pages = {404--422}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, issn = {1814-0556, 1814-0556}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2353}, abstract = {Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58E7TTX7 2339240:BKA9N5C4 2405685:3TIEJDV8 2405685:7L6V38N5 2405685:8NPF9AFB 2405685:IB7ASVMU 2534378:6WZ3BZFJ 2534378:A9KF6S9G 2534378:J2U5DHN3 2534378:QRRUK48B 2534378:WAL7Y23P 2534378:YIC9AUDV 2534378:ZPTKHLIH}, keywords = {Accountability, C:Kenya, Classrooms, Clinical trials, Developing countries--LDCs, Digital divide, Digital literacy, ERIC, Current Index to Journals in Education (CIJE), Education, Education reform, Educational Practices, Educational Quality, Educational Technology, Educational technology, Foreign Countries, Handheld Devices, Initiatives, Intervention, Interviews, Kenya, Learning, Literacy, Literacy programs, Literature reviews, Maine, National Surveys, Observation, Outcomes of Education, Portugal, Quality, Questionnaires, Reading, Schools, Software, South Korea, Statistical Analysis, Statistical Significance, Students, Teachers, Teaching, Technology Uses in Education, Telecommunications, Texas, Turkey, Uruguay, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096038, \_\_finaldtb, ⛔ No DOI found}, pages = {57--79}, } @article{piper_improving_2016, title = {Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in {Kenya}}, volume = {8}, issn = {1943-9342}, shorttitle = {Improving procedural and conceptual mathematics outcomes}, url = {https://doi.org/10.1080/19439342.2016.1149502}, doi = {10.1080/19439342.2016.1149502}, abstract = {To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme.}, number = {3}, urldate = {2021-08-31}, journal = {Journal of Development Effectiveness}, author = {Piper, Benjamin and Ralaingita, Wendi and Akach, Linda and King, Simon}, month = jul, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2016.1149502 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 2339240:U483WVFF 2405685:J47PXP4U}, keywords = {Kenya, Numeracy, elementary school, instruction, international education, mathematics}, pages = {404--422}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System}}, volume = {13}, issn = {1814-0556}, shorttitle = {Implementing large-scale instructional technology in {Kenya}}, url = {https://www.learntechlib.org/p/182157/}, abstract = {Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...}, language = {en}, number = {3}, urldate = {2022-07-01}, journal = {International Journal of Education and Development using ICT}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, month = dec, year = {2017}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:AM3KBAP6 2405685:UKTDQWEN}, keywords = {⛔ No DOI found}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System}}, volume = {13}, issn = {1814-0556}, shorttitle = {Implementing large-scale instructional technology in {Kenya}}, url = {https://www.learntechlib.org/p/182157/}, abstract = {Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...}, language = {en}, number = {3}, urldate = {2022-06-29}, journal = {International Journal of Education and Development using ICT}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, month = dec, year = {2017}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2405685:R3U2G3YM 2486141:5ZICUTPI}, keywords = {⛔ No DOI found}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, issn = {1814-0556, 1814-0556}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2353}, abstract = {Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58E7TTX7 2339240:BKA9N5C4 2405685:3TIEJDV8 2405685:7L6V38N5 2405685:8NPF9AFB 2405685:IB7ASVMU 2534378:6WZ3BZFJ 2534378:A9KF6S9G 2534378:J2U5DHN3 2534378:QRRUK48B 2534378:WAL7Y23P 2534378:YIC9AUDV 2534378:ZPTKHLIH}, keywords = {Accountability, C:Kenya, Classrooms, Clinical trials, Developing countries--LDCs, Digital divide, Digital literacy, ERIC, Current Index to Journals in Education (CIJE), Education, Education reform, Educational Practices, Educational Quality, Educational Technology, Educational technology, Foreign Countries, Handheld Devices, Initiatives, Intervention, Interviews, Kenya, Learning, Literacy, Literacy programs, Literature reviews, Maine, National Surveys, Observation, Outcomes of Education, Portugal, Quality, Questionnaires, Reading, Schools, Software, South Korea, Statistical Analysis, Statistical Significance, Students, Teachers, Teaching, Technology Uses in Education, Telecommunications, Texas, Turkey, Uruguay, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096038, \_\_finaldtb, ⛔ No DOI found}, pages = {57--79}, } @article{piper_kenyas_2015, title = {Kenya’s {ICT} policy in practice: {The} effectiveness of tablets and e-readers in improving student outcomes}, volume = {2}, issn = {2326-3873}, shorttitle = {Kenya’s {ICT} policy in practice}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/2/}, doi = {10.18275/fire201502011025}, abstract = {Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.}, language = {en}, number = {1/2}, journal = {FIRE: Forum for International Research in Education}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kwayumba, Dunston and Kibukho, Kennedy}, year = {2015}, note = {shortDOI: 10/ggjkvv KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 10/ggjkvv 2339240:APPT498R 2339240:D5IHJW9H 2339240:E5GA8GCG 2339240:EK3GAM3J 2339240:G6TBKSGI 2339240:IYCXFMIU 2405685:5IT5XZNT 2405685:DAU3FLGU 2405685:H9RNSJQE 2405685:J45J4EMF 2405685:V6F62IW5 2405685:WVNEPIB3 2405685:Y4AUMNW2 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD}, keywords = {African Languages, Control Groups, Cost Effectiveness, ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Educational Practices, Elementary Secondary Education, English (Second Language), Experimental Groups, Foreign Countries, Handheld Devices, Intervention, Kenya, Literacy, Outcomes of Education, Program Effectiveness, Randomized Controlled Trials, Reading Achievement, Student Improvement, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096974, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {3--18}, } @techreport{piper_effectiveness_2018, title = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}: {Scripting}, {Learning} {Outcomes}, and {Classroom} {Utilization}}, shorttitle = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}}, url = {https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south}, abstract = {This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.}, language = {en}, urldate = {2020-05-17}, institution = {RTI Press}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Mejia, Jessica and Betts, Kellie}, month = may, year = {2018}, doi = {10.3768/rtipress.2018.op.0053.1805}, note = {shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL}, } @article{kibukho_kenyas_2014, title = {Kenya’s {ICT} policy in practice: {The} effectiveness of tablets and e-readers in improving student outcomes}, shorttitle = {Kenya’s {ICT} policy in practice}, url = {https://www.rti.org/publication/kenya%E2%80%99s-ict-policy-practice-effectiveness-tablets-and-e-readers-improving-student}, abstract = {Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students.}, language = {en}, urldate = {2020-08-31}, author = {Kibukho, K. and Kwayumba, Dunston and Jepkemei, Evelyn and Piper, Benjamin}, month = dec, year = {2014}, note = {Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:WXEI8ABZ 2405685:MJ9ENT2D}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{piper_examining_2018, title = {Examining the secondary effects of mother-tongue literacy instruction in {Kenya}: {Impacts} on student learning in {English}, {Kiswahili}, and mathematics}, volume = {59}, issn = {07380593}, shorttitle = {Examining the secondary effects of mother-tongue literacy instruction in {Kenya}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059317302225}, doi = {10.1016/j.ijedudev.2017.10.002}, language = {en}, urldate = {2022-06-11}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Oyanga, Arbogast}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2017.10.002 2405685:RN8DGSVY 4042040:BQCK8KIK}, pages = {110--127}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1389-2843, 1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.}, language = {en}, number = {3}, urldate = {2020-04-02}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {shortDOI: 10/gf6298 KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:HUMPM4BM 2339240:LT7INWTK 2339240:PM36I7JC 2339240:S7I52VEN 2339240:YTWJW5GH 2405685:2YJ8XQDL 2405685:NC6R6NWC 2405685:TFDLRYCG 2405685:UXBBCZIX 2405685:VERKPHLS 2405685:X7T5JCV4}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {293--321}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.}, language = {en}, number = {3}, urldate = {2021-05-17}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:3W37ZTWQ 2405685:ME5VHAM9}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {293--321}, } @article{brunette_impact_2019, title = {The impact of mother tongue reading instruction in twelve {Ugandan} languages and the role of language complexity, socioeconomic factors, and program implementation}, volume = {63}, issn = {0010-4086, 1545-701X}, url = {https://www.journals.uchicago.edu/doi/10.1086/705426}, doi = {10.1086/705426}, language = {en}, number = {4}, urldate = {2022-06-11}, journal = {Comparative Education Review}, author = {Brunette, Tracy and Piper, Benjamin and Jordan, Rachel and King, Simon and Nabacwa, Rehemah}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/705426 2405685:N6LYI2SD 4042040:KKJT92BH}, pages = {591--612}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub}, doi = {10.1016/j.worlddev.2018.01.018}, journal = {World Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, year = {2018}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 2339240:W6C7ZW2X 2405685:53C9AZ8Q 2405685:RIK9NWV4 2534378:E5TCHLS4 2534378:QFTE8W6H}, keywords = {Africa, Literacy, Numeracy, Program evaluation, Randomized controlled trial, Reading, \_\_\_working\_potential\_duplicate}, pages = {324--336}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: {Teacher} professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, issn = {0305-750X}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287}, doi = {10.1016/j.worlddev.2018.01.018}, abstract = {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.}, language = {en}, urldate = {2019-10-03}, journal = {World Development}, author = {Piper, Benjamin and Simmons Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, month = jun, year = {2018}, note = {EdTechHub.Copy: 2129771:3IIW96ZB shortDOI: 10/gftrqf KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:3IIW96ZB 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC}, keywords = {Africa, C:Kenya, Literacy, Numeracy, Program Evaluation, Program evaluation, Quantitative, Randomized controlled trial, Reading, Teacher Professional Development, \_\_\_working\_potential\_duplicate, numeracy, randomized control trial}, pages = {324--336}, } @article{angrist_building_2021, title = {Building back better to avert a learning catastrophe: {Estimating} learning loss from {COVID}-19 school shutdowns in {Africa} and facilitating short-term and long-term learning recovery}, volume = {84}, issn = {0738-0593}, shorttitle = {Building back better to avert a learning catastrophe}, url = {https://www.sciencedirect.com/science/article/pii/S073805932100050X}, doi = {10.1016/j.ijedudev.2021.102397}, abstract = {We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Angrist, Noam and de Barros, Andreas and Bhula, Radhika and Chakera, Shiraz and Cummiskey, Chris and DeStefano, Joseph and Floretta, John and Kaffenberger, Michelle and Piper, Benjamin and Stern, Jonathan}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102397 2339240:6FG39EY3 2339240:LB3VWRGN 2405685:7MUIIRXU}, keywords = {COVID-19, Education, Foundational skills, Learning loss, Recovery}, pages = {102397}, }