Bibliografías temáticas / Reading (primary)

Literatura académica sobre el tema "Reading (primary)"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Reading (primary)"

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Yalçin, A. Destina y Hulki Forta. "Primary reading epilepsy". Seizure 7, n.º 4 (agosto de 1998): 325–27. http://dx.doi.org/10.1016/s1059-1311(98)80027-7.

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Sáenz-Lope, E., F. J. Herranz-Tanarro y J. C. Masdeu. "Primary Reading Epilepsy". Epilepsia 26, n.º 6 (diciembre de 1985): 649–56. http://dx.doi.org/10.1111/j.1528-1157.1985.tb05706.x.

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Marjona, Sharopova. "FORMATION OF READING CULTURE AMONG PRIMARY STUDENTS". International Journal of Pedagogics 03, n.º 04 (1 de abril de 2023): 83–87. http://dx.doi.org/10.37547/ijp/volume03issue04-16.

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This article discusses how to develop students' independent thinking skills using a variety of interactive methods in completing exercises and assignments in primary school classes. In today's globalization process, the rapid receipt of information, its analysis, processing, theoretical generalization, leaving it alone for reporting to the student is one of the main urgent problems facing the education system. The use of pedagogical technologies to the educational process, in particular, to language education, serves as a positive solution to the specified relevant problem.
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Doniyarov, Mavlonbek Arabovich. "DEVELOPMENT OF READING LITERACY IN PRIMARY SCHOOL STUDENTS". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, n.º 09 (1 de septiembre de 2022): 36–41. http://dx.doi.org/10.37547/pedagogics-crjp-03-09-07.

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The article discusses the ways of developing the reading literacy of primary school students. Each student begins literacy lessons with simple reading, that is, adding letters into syllables and syllables into words. Usually, this process does not continue uninterruptedly, and it should be understood that it cannot give a sufficient result in achieving the goal by itself. Reading literacy can be understood as the basis for climbing the life ladder of knowledge, and entering the global knowledge system of mankind.
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Pryke, David. "Primary School Study Reading". Literacy 26, n.º 3 (noviembre de 1992): 30–36. http://dx.doi.org/10.1111/j.1467-9345.1992.tb00071.x.

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McGee, M. y S. Connolly. "P38.6 Primary reading epilepsy". Clinical Neurophysiology 117 (septiembre de 2006): 1. http://dx.doi.org/10.1016/j.clinph.2006.06.693.

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Mekhriniso, Musurmonova. "METHODS OF FORMING BOOK READING AND LIBRARY CULTURE IN PRIMARY CLASS STUDENTS". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 11 (1 de noviembre de 2022): 63–67. http://dx.doi.org/10.55640/eijmrms-02-11-17.

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The article focuses on the formation of a culture of reading and reading in primary school students, the formation of reading skills, the formation of a culture of reading, the development of spiritual and intellectual potential, consciousness and worldview.
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Kamalova, Nafisa T. "MODERN WAYS OF ASSESSING READING COMPREHENSION ACTIVITY OF PRIMARY CLASS STUDENTS". International Journal of Pedagogics 03, n.º 04 (1 de abril de 2023): 37–41. http://dx.doi.org/10.37547/ijp/volume03issue04-06.

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Reading occupies a special place in the structure of personality formation and reflects the spiritual state of society, its value orientations. The potential of reading activity contains aspects important for successful socialization and development of the student: cultural, educational, educational, communicative, psychological. Unfortunately, this potential is not always realized.
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Schmidt, N. S., V. Fana, H. M. Lindegaard y L. Terslev. "OP0312 THE IMPACT OF AN ULTRASOUND ATLAS FOR SCORING SALIVARY GLANDS IN PRIMARY SJÖGREN’S SYNDROME: A RELIABILITY EXERCISE". Annals of the Rheumatic Diseases 79, Suppl 1 (junio de 2020): 193.1–193. http://dx.doi.org/10.1136/annrheumdis-2020-eular.3639.

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Background:Salivary gland ultrasound (SGUS) may have the potential of facilitating diagnosis and therapy monitoring of salivary gland disease in patients with primary Sjögren’s syndrome (pSS). A novel consensus based OMERACT SGUS scoring system for the parotid and submandibular glands has recently been developed.(1)Objectives:To assess the reliability of 3 readers using the written definition of the scoring system provided by the OMERACT group and subsequent the impact of a SGUS-atlas based on the OMERACT SGUS scoring system.Methods:3 sonographers with 6 months to 10 years US experience performed a US exercise of 30 SGUS images of patients with SS. 16 images were of the submandibular gland (SMG) and 14 images of the parotid gland (PG) ranging from normal to varying degrees of abnormalities. The images were scored using the US scoring system provided by the OMERACT-group and subsequently using a SGUS atlas made for the study consisting of 4 images of every grade 0-3 of both the SMG and the PG. The readings were performed over 4 rounds: the first reading without using the atlas and second reading using the atlas 1 week later. The 30 images were scrambled by a physician not included in the readings and a third and fourth reading were performed without and with the atlas respectively – with 1 week in between. Inter- and intra-reader reliability were calculated by kappa-tests.Results:Light weighted Kappa for intra- and inter-reliability was determined for each reading. The results of the intra-reader reliability was ranging from moderate to almost perfect with improvement in the 2ndround of readings and with use of the atlas. The inter-reader reliability was moderate and better in the 2ndround of readings. Readings improved with the atlas. Details are shown in table 1.Table 1Intrareader reliability Weighted Kappa:Weighted Kappa, reader 1-3Reading 1 without atlas vs. reading 1 with atlas0.93, 0.85, 0.80Reading 2 without atlas vs. reading 2 with atlas0.78, 0.93, 0.78Reading 1 without atlas vs. reading 2 without atlas0.78, 1.00, 0.58Reading 1 with atlas vs. reading 2 with atlas0.93, 0.93, 0.86Interreader reliability Weighted Kappa:Weighted Kappa: mean (min – max)Reading 1 without atlas0.50 (0.33 – 0.72)Reading 1 with atlas0.55 (0.39 – 0.86)Reading 2 without atlas0.55 (0.33 – 0.93)Reading 2 with atlas0.60 (0.40 – 0.93)Conclusion:The results of the inter- and intra-reliability showed a moderate to almost perfect agreement respectively, of scoring SGUS in patients with pSS and especially in the 2ndround of readings indicating that training and the SGUS atlas increased the reliability.References:[1]Jousse-Joulin S, D'Agostino MA, Nicolas C, Naredo E, Ohrndorf S, Backhaus M, et al. Video clip assessment of a salivary gland ultrasound scoring system in Sjogren's syndrome using consensual definitions: an OMERACT ultrasound working group reliability exercise. Annals of the rheumatic diseases. 2019;78(7):967-73.Disclosure of Interests:Nanna Surlemont Schmidt: None declared, Viktoria Fana: None declared, Hanne Merete Lindegaard: None declared, Lene Terslev Speakers bureau: LT declares speakers fees from Roche, MSD, BMS, Pfizer, AbbVie, Novartis, and Janssen.
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DOMBEY, HENRIETTA. "Reading Recovery: A solution to all primary school reading problems?." Support for Learning 7, n.º 3 (agosto de 1992): 111–14. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00220.x.

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Tesis sobre el tema "Reading (primary)"

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Dominick, Mary E. "A reading program for reading specialists in primary grades". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/728.

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Whaley, Cynthia Elaine. "A study of the enactment of a balanced approach to reading instruction in three first grade classrooms /". Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Bullock, Jonathon C. "Effects of The Accelerated Reader on reading performance of third, fourth, and fifth grade students in one Western Oregon elementary school /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181085.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 50-56). Also available for download via the World Wide Web; free to University of Oregon users.
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Furey, Edith Margaret. "Teachers' descriptions of primary children's reading". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34766.pdf.

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Prince, Nanette Marie. "Balanced literacy in primary education". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1655.

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Erickson, Melissa. "Reading aloud: Preparing young children for school". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.

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Robinson, Teresa Lynn Davis. "Reading aloud: Shaping reading attitudes". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/715.

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MacMartin, Morag I. "Factors affecting reading comprehension in primary pupils". Thesis, Open University, 1992. http://oro.open.ac.uk/57395/.

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This thesis addresses the problem of 8-11 year old pupils who, although appearing to read text fluently, frequently misunderstand it. This problem was studied through Scottish school-based research using classroom materials and subjects from natural class groups. Data were collected from language assignments in daily work programmes, with response material in either written or illustrated form. Nine feasibility studies and a main study involving eighty subjects were carried out. The effects of five variables, text, presentation mode, age, ability and geographic location, on the totals and types of miscomprehensions displayed by the subjects in directed and free-recall comprehension tasks were calculated. 'Errors' are considered to be divergences from the author's supposed meaning. It is found that the collected errors are not random but may be classified into groups. Ten types of error were identified as regularly occurring and the category system developed was validated by teachers and others involved in the field of education. The effects of the five variables on the numbers and categories of error collected and the interactions between these variables were subjected to statistical analysis. Text and presentation mode are found to be the factors having most effect on the quantity and type of error produced. This finding is at variance with the generally accepted assumption that age, ability and possibly environment are determinants of potential pupil achievement. Miscomprehensions are discovered to be widely distributed across the ability range but they may be concealed by pupils in their pursuit of acceptable responses. The progress expected with increasing age is not always evident. The value of the category system as a teaching tool in comprehension development across the curriculum and pupil age range is assessed and suggestions given for its use. Implications of the findings for pupil assessment procedures and classroom practice are also discussed.
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Parris, Amy. "Reading recovery a parent guide /". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AParrisPartI2006.pdf.

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Kemp, Darcy D. "Improving reading performance in a high poverty elementary school a case study /". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1478Kemp/umi-uncg-1478.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 111-124).
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Libros sobre el tema "Reading (primary)"

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Peter, Afflerbach y Scott Foresman and Company, eds. Scott Foresman reading. Glenview, IL: Scott, Foresman and Co., 2000.

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Project, ERIC/OSEP Special, ed. Beginning reading. Reston, VA: ERIC/OSEP Special Project, ERIC Clearinghouse on Disabilities and Gifted Education, the Council for Exceptional Children, 1998.

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Bruce, Shortland-Jones y Dewsbury Alison, eds. Reading: Developmental continuum. Portsmouth, NH: Heinemann, 1997.

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Rasmussen, Donald. Basic reading series. 4a ed. Chicago: Science Research Associates, 1985.

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Prof, Jones Roger y Kinmonth A. -L, eds. Critical reading for primary care. Oxford: Oxford University Press, 1995.

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Inc, Pearson Education y Scott Foresman and Company, eds. Reading street. Glenview, Ill: Pearson/Scott Foresman, 2007.

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May, Frank B. Teach reading creatively: Reading & writing as communication. 7a ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2000.

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1946-, Booth Jack, ed. Your friends are my friends (shared reading). Toronto: Holt, Rinehart & Winston of Canada, 1985.

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Cassidy, Jack. Scribner reading series. New York: Scribner Educational Publishers, 1987.

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SRA/McGraw-Hill, ed. SRA Open Court reading: Level 3. Columbus, Ohio: SRA/McGraw-Hill, 2002.

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Capítulos de libros sobre el tema "Reading (primary)"

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Bansal, Atma Ram y Kurupath Radhakrishnan. "Primary Reading Epilepsy". En Atlas of Epilepsies, 1109–13. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84882-128-6_163.

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Yarden, Anat, Stephen P. Norris y Linda M. Phillips. "Teaching Scientific Reading". En Adapted Primary Literature, 109–24. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9759-7_6.

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McDonald, Roger. "Reading for pleasure". En Inspiring Primary Learners, 220–38. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429024597-16.

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Gill, Angela y David Waugh. "Reading". En Learning to Teach in the Primary School, 404–16. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-37.

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Austin, Rebecca. "Teaching early reading". En Debates in Primary Education, 91–106. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003091028-7.

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Panayiotopoulos, C. P. "Primary (Idiopathic) Reading Epilepsy". En Reflex seizures and related epileptic syndromes, 39–42. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4042-9_7.

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Westerveld, Marleen F., Rebecca M. Armstrong y Georgina M. Barton. "Reading Success". En Reading Success in the Primary Years, 1–17. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3492-8_1.

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Bearne, Eve, David Reedy, Paul Gardner y Yvonne Sawers. "Reading for pleasure". En Teaching Primary English in Australia, 161–88. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003265016-11.

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Rijke, Victoria de. "Reading children's literature". En Contemporary Issues in Primary Education, 57–72. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316862-7.

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Yarden, Anat, Stephen P. Norris y Linda M. Phillips. "APL and Reading in Science Classrooms". En Adapted Primary Literature, 59–80. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9759-7_4.

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Actas de conferencias sobre el tema "Reading (primary)"

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Pavlukov, V. A., S. N. Tkachenko y A. V. Kovalenko. "CAD SUBSYSTEM OF PRIMARY CONNECTIONS OF IMPORTANT AC ELECTRICAL INSTALLATIONS". En ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-255-264.

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Hossu, Rucsandra. "Primary Teachers` Metacognitive Awareness Of Reading Strategies". En EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.229.

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Hartati, Tatat y Nuri Annisa. "The Effectiveness of Steinberg Early Reading Programme on the Ability of Reading at Primary School in Primary School". En 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007040803430348.

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Liu, Kuo-Ping, Cheng-Chung Liu, Kuo-Chun Hung, Chih-Hsin Huang y Chia-Jung Chang. "Implementing a Classroom Oral Reading Platform for Primary EFL Students' Oral Reading Rate". En 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.97.

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Jain, Pranay, Anshul Singhal y P. V. M. Rao. "Portable Braille Reader". En ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80950.

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Partial or complete visual impairment, congenital or adventitious, hampers an individual’s visual stimuli perception ability. For reading, the visually impaired primarily rely on Braille, a script read through touch. Its 6-dot and 8-dot configurations have been adapted for use with different languages, making it popular around the globe. However, regular paper, embossed with Braille using manual Braille slates or electronic Braille embossers, loses readability due to damage with each tactile reading. Braille books and other printed materials, usually bulky and expensive, hence go waste after three to five readings. This degrades the state of education and employment and the quality of life in general because reading, a primary necessity, turns expensive, and in some cases, unaffordable.
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Kuznetsova, Marina I. "Reading Literacy Of Russian Primary Schoolchildren: Achievements And Problems". En EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.41.

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Melão, Dulce. "PICTUREBOOKS IN PRIMARY EDUCATION: DIDACTIC PATHS OF SHARED READING". En 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0731.

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Shang, Yi. "Effect of Independent Digital Reading on Reading Comprehension in the Primary Grades: A Longitudinal Study". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428891.

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Sinclair, Jeanne. "Listening Comprehension, Word Reading, and Reading Comprehension: A Mediated Relationship That Changes Across Primary Years". En 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2109353.

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Yang Liyin, Zhu Yundong y Feng Yuping. "Notice of Retraction: A comparative study of screen reading and paper reading among primary school students". En 2011 International Conference on Electronics and Optoelectronics (ICEOE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iceoe.2011.6013399.

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Informes sobre el tema "Reading (primary)"

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Álvarez Marinelli, Horacio, Samuel Berlinski y Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, noviembre de 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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Nezhyva, Liudmyla L., Svitlana P. Palamar y Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Robledo, Ana y Amber Gove. What Works in Early Reading Materials. RTI Press, febrero de 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, mayo de 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.
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Fonseca, Jodie, Laiba Bahrawar, Margaret M. Dubeck, Yasmin Sitabkhan, Christopher Cummiskey y Devanshi Unadkat. Girls Have Academic Advantages and So Do Boys: A Multicountry Analysis of Gender Differences in Early Grade Reading and Mathematics Outcomes. RTI Press, abril de 2023. http://dx.doi.org/10.3768/rtipress.2023.rr.0049.2305.

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This paper contains a new analysis of gender differences in early grade reading and mathematics outcomes in 19 USAID-funded studies over the past decade from 14 locations in Africa, Asia, Latin America, and the Middle East. The paper addresses gaps in the literature related to learning patterns for girls and boys in lower- and middle-income countries and in early primary school. We analyzed the results from reading and mathematics assessments in grades 2 and 3, including differences in oral reading fluency (ORF) and quantitative comparison scores between boys and girls, as well as differences in score distributions by gender. In line with results from assessments in upper grades and in wealthier countries, we found that girls consistently outperformed boys in reading. In mathematics, boys slightly outperformed girls, although the differences were typically not large. Global experience has shown that patterns in poor performance become more entrenched the further learners progress through the grades, suggesting that early interventions for boys in reading and girls in mathematics could have long-term benefits. At the same time, both girls and boys typically score below expectations in the two subjects across countries, necessitating targeted strategies to improve outcomes for both genders early in their educational trajectories.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor y Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), enero de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez y Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, diciembre de 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Chowdhury, Jannatul Nayim y Wahid bin Ahsan. Online Privacy Awareness in Bangladesh: Challenges and Solutions. Userhub, mayo de 2024. http://dx.doi.org/10.58947/nydl-lbvp.

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In recent times, individuals in Bangladesh are facing serious challenges due to their growing dependency on the internet. This study employs a qualitative research design to identify a lack of understanding and awareness of internet usage among individuals, coupled with the negligence of authorities, as the primary causes of these issues. The findings reveal that while most people are aware of online scams, phishing, and suspicious links, they often share personal information without reading privacy policies due to their complexity. Additionally, there is a significant lack of knowledge about government laws and regulations regarding online privacy. The study suggests that comprehensive educational initiatives are essential to improve online privacy practices in Bangladesh.
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Tare, Medha, Susanne Nobles y Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, marzo de 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Benson, Vivienne y Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, febrero de 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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