TY - BOOK TI - Cost-Effectiveness Measurement in Development: Accounting for Local Costs and Noisy Impacts AU - Evans, David K. AU - Popova, Anna T2 - Policy Research Working Papers DA - 2014/09// PY - 2014 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Cost-Effectiveness Measurement in Development UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7027 Y2 - 2022/04/01/09:39:59 ER - TY - RPRT TI - Teacher Professional Development around the World: The Gap between Evidence and Practice AU - Popova, Anna AU - Evans, David K. AU - Breeding, Mary E. AU - Arancibia, Violeta DA - 2018/08// PY - 2018 DP - DOI.org (Crossref) LA - EN PB - World Bank ST - Teacher Professional Development around the World UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572 Y2 - 2020/05/15/11:43:26 KW - C:Low- and middle-income countries ER - TY - RPRT TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews AU - Evans, David K AU - Popova, Anna T2 - Policy Research Working Paper AB - In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories. CY - Washington, D.C. DA - 2015/// PY - 2015 DP - Zotero SP - 43 LA - en PB - World Bank Group SN - 7203 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y KW - *Topic:Curriculum and resources KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Learning assessments KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate KW - _proposed-for: Scoping review KW - ❓ Multiple DOI ER - TY - JOUR TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews AU - Evans, David K. AU - Popova, Anna T2 - The World Bank Research Observer DA - 2016/08// PY - 2016 DO - 10.1093/wbro/lkw004 DP - DOI.org (Crossref) VL - 31 IS - 2 SP - 242 EP - 270 J2 - World Bank Res Obs LA - en SN - 0257-3032, 1564-6971 ST - What Really Works to Improve Learning in Developing Countries? UR - https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004 Y2 - 2020/05/15/11:34:58 KW - C:Low- and middle-income countries KW - ___working_potential_duplicate ER - TY - JOUR TI - What Really Works to Improve Learning in Developing Countries?: An Analysis of Divergent Findings in Systematic Reviews AU - Evans, David K. AU - Popova, Anna T2 - World Bank Research Observer AB - Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories. DA - 2016/08// PY - 2016 DO - 10.1093/wbro/lkw004 DP - openknowledge.worldbank.org VL - 31 IS - 2 SP - 242 EP - 70 LA - en SN - 1564-6971 ST - What Really Works to Improve Learning in Developing Countries? UR - https://openknowledge.worldbank.org/handle/10986/29308 Y2 - 2022/06/06/22:32:07 KW - Education KW - Human Capital KW - Impact Evaluation KW - Student Learning ER - TY - BOOK TI - Training Teachers on the Job: What Works and How to Measure It AU - Popova, Anna AU - Evans, David K. AU - Arancibia, Violeta T2 - Policy Research Working Papers DA - 2016/09/26/ PY - 2016 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Training Teachers on the Job UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834 Y2 - 2020/05/16/17:02:09 KW - C:Low- and middle-income countries ER - TY - JOUR TI - Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program AU - Loyalka, Prashant AU - Popova, Anna AU - Li, Guirong AU - Shi, Zhaolei T2 - American Economic Journal: Applied Economics DA - 2019/07// PY - 2019 DO - 10.1257/app.20170226 DP - DOI.org (Crossref) VL - 11 IS - 3 SP - 128 EP - 154 J2 - American Economic Journal: Applied Economics LA - en SN - 1945-7782, 1945-7790 ST - Does Teacher Training Actually Work? UR - https://pubs.aeaweb.org/doi/10.1257/app.20170226 Y2 - 2020/05/16/21:14:43 KW - C:China ER -