EDC conducted a research study in the Democratic Republic of Congo to test the effects of teacher knowledge and practice on student learning. The study explored whether teachers’ exposure to a robust reading program changed their knowledge of sound instructional practices, and whether those changes were linked to their students’ performance in reading.
Key Findings
- At the end of the year, teachers in the experimental schools had better knowledge of sound literacy instruction than did teachers in the control groups.
- Data analysis showed that students in experimental schools significantly outperformed students in control schools.
Type of Resource: Report
Length: 12 pages
Related Projects: PAQUED
Date: 2014
Media Type:
Associated Experts:
Rachel Christina
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Full TItle:
When Teachers Understand What They’re Doing, Students Learn: Evidence from EDC’s Reading Program in the DRC