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2021 SELECTED PUBLICATIONS International Research

Special Topic for 2021: Assessment and Evaluation 2 Instruction 4 Policies and Systems 5 Teacher Training and Pandemic Research and Early Childhood Development 3 Language 4 Social and Emotional Learning 5 Professional Development 6 Responses 1 Technology 7

Special Topic for 2021: Pandemic Research Pouezevara, S., Ryan, J., & Bazer, S. (2020). School-based and Responses technology and the shift to remote learning during COVID-19: Exploring remote learning readiness of school districts in We prepare timely research and thought pieces regarding the Philippines. White Paper. Prepared for US Agency for effects of the coronavirus pandemic on education systems International Development under the All Children Reading– and interventions across the globe. Asia project, Philippines, Task Order AID-OAA-TO-16-00017, Calculating the educational impact of COVID-19 REQ-ASIA-16-00017. Research Triangle Park, NC: RTI Part I: DeStefano, J., Stern, J. M. B., & Piper, B. L. (2020, April International. https://pdf.usaid.gov/pdf_docs/PA00XBQ6.pdf 21). Closed schools, lost learning, unequal impact. http:// Randolph, E., Jukes, M. C. H., Norman, J. R., & Tibenda, shared.rti.org/content/calculating-educational-impact-covid- J. (2020, May 19). Co-creation of teaching activities during 19%C2%A0-closed-schools-lost-learning-unequal-impact COVID-19 [Blog]. https://shared.rti.org/content/co-creation- Part II: Cummiskey, C., & Stern, J. (2020, June 1). Using data teaching-activities-during-covid-19 from successive grades to estimate learning loss. https:// www.rti.org/insights/educational-impact-covid-19 Strigel, C. (2020, October 1). On World Teachers’ Day, Samoa project offers lessons for improving learning during COVID-19 Part III: Cummiskey, C. (2021, January 12). Where will students pandemic [Blog]. https://shared.rti.org/content/world- be when schools reopen? https://shared.rti.org/content/ teachers%E2%80%99-day-samoa-project-offers-lessons- calculating-educational-impact-covid-19-part-iii-where-will- improving-learning-during-covid-19-pandemic students-be-when-schools-reopen Strigel, C. I. (2020, July 21). Looking beyond school closures: Angrist, N., de Barros, A., Bhula, R., Chakera, S., Cummiskey, C., Considering teacher well-being and support [Blog]. https:// DeStefano, J., Floretta, J., Kaffenberger, M., Piper, B., & tpdatscalecoalition.org/2020/07/looking-beyond-school- Stern, J. (In press). Building back better to avert a learning closures-considering-teacher-well-being-and-support-dr- catastrophe: Estimating learning loss from COVID-19 school carmen-strigel-rti-international/ shutdowns in Africa and facilitating short-term and long- term learning recovery. International Journal of Educational Strigel, C. I., & Leegstra Jones, H. (2020, May 6). Going virtual Development–UNICEF Special Edition. for project implementation – Decisions and considerations [Blog]. https://shared.rti.org/content/going-virtual-project- Bulat, J. (2020, September 3). Evaluating the use of radios to implementation-%E2%80%93-decisions-and-considerations promote learning in Liberia during COVID-19 [Blog]. https:// shared.rti.org/content/evaluating-use-radios-promote- Strigel, C. I., & Pouezevara, S. (2020, April 5). Going virtual: learning-liberia-during-covid-19 Reflections and key considerations [Blog]. https://shared.rti.org/ content/going-virtual-reflections-and-key-considerations Carrol, B. A. (2020). Top 10 lessons learned from implementing remote learning through IVR [interactive voice response] in Tan-Choi, A., Tinio, V., Castillo-Canales, D., Lim, C., Modesto, J., Malawi [Blog]. https://shared.rti.org/content/top-10-lessons- & Pouezevara, S. (2020). Teacher’s guide for remote learning learned-implementing-remote-learning-through-ivr-malawi during school closures and beyond: Quick decision- making guide for rapid start up and continuity of learning Hayes, A., Niad, H., & Bulat, J. (2020, April 30). Inclusive from the [Commissioned work]. Quezon City: Foundation for start: Building inclusivity into education programming during Information and Development. https:// COVID-19 school closures—and beyond [Blog]. https:// tpdatscalecoalition.org/wp-content/uploads/2020/04/ shared.rti.org/content/inclusive-start-building-inclusivity- Teachers-Guide-for-Remote-Learning-FINAL-April-2020.pdf education-programming-during-covid-19-school-closures Pouezevara, S. (2020, September 3). Using the EdTech ecosystem profile to support COVID 19 response planning [Blog]. https://shared.rti.org/content/using-edtech- ecosystem-profile-support-covid-19-response-planning

RTI authors in boldface Special Topic for 2021: Assessment and Evaluation 2 Instruction 4 Policies and Systems 5 Teacher Training and Pandemic Research and Early Childhood Development 3 Language 4 Social and Emotional Learning 5 Professional Development 6 Responses 1 Technology 7

Assessment and Evaluation Ketterlin-Geller, L. R., Perry, L., Platas, L. M., & Sitabkhan, Y. (2018). We examine purpose, methods, results, and impact in the Aligning test scoring procedures with test uses of the Early Grade field of assessing student capacity and learning in developing Mathematics Assessment: A balancing act. Global Education countries. Review, 5(3), 143–164. https://ger.mercy.edu/index.php/ger/ article/view/473 2020 Piper, B. (2018). Commentary on S. Schmelkes, “What is ‘learning’ Angrist, N., Bergman, P., Evans, D. K., Hares, S., Jukes, M. C. H., in the case of marginalized populations in low-income & Letsomo T. (2020). Practical lessons for phone-based countries.” In D. Wagner, S. Wolf, & R. F. Boruch (Eds.), Learning at assessments of learning. BMJ Global Health, 5(7), e003030. the bottom of the pyramid: Science, measurement, and policy in doi: 10.1136/bmjgh-2020-003030 low-income countries (pp. 24–26). Paris: International Institute for Bulat, J., Hayes, A. M., Dombrowski, E. M., Dubeck, M. M., & Education Planning and UNESCO. https://unesdoc.unesco.org/ Strigel, C. I. (2020). Screening for dyslexia in low-resource images/0026/002655/265581E.pdf and multilingual contexts. In J. A. Washington, D. L. Compton, Piper, B., Sitabkhan, Y., & Nderu, E. (2018). Mathematics from the & P. McCardle (Eds.), Dyslexia: Revisiting etiology, diagnosis, beginning: Evaluating the Tayari pre-primary program’s impact treatment, and policy (Chapter 15, pp. 192–204). Baltimore, MD: on early mathematics skills. Global Education Review, 5(3), 57–81. Paul H. Brookes Publishing, for the Dyslexia Foundation and the https://ger.mercy.edu/index.php/ger/article/view/434 Extraordinary Brain Series. Sitabkhan, Y., Platas, L. M., & Ketterlin-Geller, L. R. (2018). Capturing Hayes, A. M., Elder, B. C., & Bulat, J. (2020). Assessment as a service children’s mathematical knowledge: An assessment framework. not a place: Transitioning assessment centers to school-based Global Education Review, 5(3), 106–124. https://ger.mercy.edu/ identification systems. RTI Press publication OP-0064-2004. index.php/ger/article/view/430 Research Triangle Park, NC: RTI Press. doi: 10.3768/rtipress.2020. op.0064.2004 Stern, J., Dubeck, M., & Dick, A. (2018). Using Early Grade Reading Assessment (EGRA) data for targeted instructional Lau, C., Eckman, S. A., Sevilla-Kreysa, L. & Piper, B. L. (2020). support: Learning profiles and instructional needs in Indonesia. Language differences between interviewers and respondents International Journal of Educational Development, 61, 64–71. in African surveys. In M. Sha & T. Gabel (Eds.), The essential role of doi: 10.1016/j.ijedudev.2017.12.003 language in survey research (pp. 101–116). RTI Press Publication No. BK-0023-2004. Research Triangle Park, NC: RTI Press. 2017 doi: 10.3768/rtipress.bk.0023.2004 Gove, A., Brombacher, A., & Ward-Brent, M. (2017). Sparking a 2019 reading revolution: Results of early interventions in Egypt and Jordan. New Directions for Child and Adolescent Development, Piper, B., Bulat, J., Kwayumba, D., Oketch, J., & Gangla, L. (2019). 2017(155), 97–115. doi:10.1002/cad.20194 Measuring literacy outcomes for the blind and for the deaf: Nationally representative results from Kenya. International Gove, A., Brunette, T. A., Bulat, J., Carrol, B. A., Henny, C., Macon, Journal of Educational Development, 69, 1–8. doi: 10.1016/j. W., Nderu, E., & Sitabkhan, Y. (2017). Assessing the impact of ijedudev.2019.05.002 early learning programs in Africa. New Directions for Child and Adolescent Development, 2017(158), 25–41. doi: 10.1002/cad.20224 Simmons Zuilkowski, S., Piper, B., Kwayumba, D., & Dubeck, M. (2019). Examining options for reading Moore, A-M., Gove, A., & Tietjen, K. (2017). Great expectations: A comprehension assessment in international contexts. Journal framework for assessing and understanding key factors affecting of Research in Reading, 42(3–4), 583–599. doi: 10.1111/1467- student learning of foundational reading skills. New Directions for 9817.12285 Child and Adolescent Development, 2017(155), 13–30. doi: 10.1002/ cad.20192 Stern, J. M. B., & Piper, B. (2019). Resetting targets: Examining large effect sizes and disappointing benchmark progress. RTI Press Slade, T., Piper, B., Kaunda, Z., King, S., & Ibrahim, H. (2017). Publication No. OP-0060-1904. Research Triangle Park, NC: RTI Is ‘summer’ reading loss universal? Using ongoing literacy Press. doi: 10.3768/rtipress.2019.op.0060.1904 assessment in Malawi to estimate the loss from grade-transition breaks. Research in Comparative and International Education, 12(4), 2018 461–485. doi: 10.1177/1745499917740657 Hayes, A. M., Dombrowski, E., Shefcyk, A. H., & Bulat, J. (2018). Learning disabilities screening and evaluation guide for low- and 2016 middle-income countries. RTI Press Publication No. OP-0052- Dubeck, M. M., Gove, A. K., & Alexander, K. D. (2016). School Bulat). Research Triangle Park, NC: RTI Press. doi: 10.3768/ based assessments: What and how to assess reading. In UNESCO rtipress.2018.op.0052.1804 Institute for Statistics (Ed.), Understanding what works in oral reading assessments (pp. 41–57). Montreal, Canada: UNESCO Hounkpodoté, H., Koršnáková, P., Hastedt, D., Ward, M., Wendlassida Institute for Statistics (UIS). doi: 10.15220/978-92-9189-196-2-en Miningou, É., Vivekanandan, R., Crouch, L., Gove, A., et al. (2018). Learning evidence for Indicator 4.1.1. In SDG 4 Data Digest 2018: Data to nurture learning (UIS/2018/ED/SD/9 ed., Chapter 3, pp. 50–97). Montreal, Quebec, Canada: UNESCO. http://uis.unesco. org/sites/default/files/documents/sdg4-data-digest-data- nurture-learning-2018-en.pdf

2 Special Topic for 2021: Assessment and Evaluation 2 Instruction 4 Policies and Systems 5 Teacher Training and Pandemic Research and Early Childhood Development 3 Language 4 Social and Emotional Learning 5 Professional Development 6 Responses 1 Technology 7

Platas, L. M., Ketterlin-Geller, L. R., & Sitabkhan, Y. A. (2016). Using Black, M. M., & Trude, A. C. B. (2019). Conceptualizations of child an assessment of early mathematical knowledge and skills development benefit from inclusion of the nurturing care to inform policy and practice: Examples from the Early Grade framework. The Journal of Nutrition, 149(8), 1307–1308. Mathematics Assessment. International Journal of Education in doi: 10.1093/jn/nxz114 Mathematics, Science, and Technology, 4(3), 163–173. https:// Willoughby, M. T., Piper, B., Kwayumba, D., & ijemst.net/index.php/ijemst/article/view/86 McCune, M. (2019). Measuring executive function skills in 2015 young children in Kenya. Child Neuropsychology, 25(4), 425–444. doi: 10.1080/09297049.2018.1486395 Dubeck, M. M., & Gove, A. K. (2015). The Early Grade Reading Assessment (EGRA): Its theoretical foundation, purpose, and Willoughby, M. T., Piper, B., Oyanga, A., & Merseth King, K. limitations. International Journal of Educational Development, (2019). Measuring executive function skills in young children 40, 315–322. doi: 10.1016/j.ijedudev.2014.11.004 in Kenya: Associations with school readiness. Developmental Science, 22(5), e12818 (12 pp.). doi: 10.1111/desc.12818 Early Childhood Development We investigate factors affecting children’s early cognitive and 2018 physical development, as well as their educational success. Black, M., & Merseth King, K. (2018). First 1000 days and beyond: Strategies to achieve the Sustainable Development Goals. In In press S. Verma & A. C. Petersen (Eds.), Developmental science and Rao, N., Pearson, E., Piper, B., & Lau, C. (In press). Building and Sustainable Development Goals for children and youth (1st ed., pp. retaining an effective early childhood education workforce. 97–112). New York: Springer. doi: 10.1007/978-3-319-96592-5_5 Quality early learning. Washington, DC: World Bank. Gove, A., Pressley, J. K., Weatherholt, T., & Dombrowski, E. (2018). 2021 Persistence and fadeout of preschool participation effects on early reading skills in low- and middle-income countries. Global Willoughby, M., Piper, B., Merseth King, K., Nduku, T., Henny, C., Education Review, 5(2), 85–109. https://ger.mercy.edu/index.php/ & Zimmerman, S. (2021). Testing the efficacy of the Red-Light ger/article/view/398 Purple-Light games in preprimary classrooms in Kenya. Frontiers in Psychology, 12, 633049. doi: 10.3389/fpsyg.2021.633049. McCoy, D. C., Salhi, C., Yoshikawa, H., Black, M., Britto, P., & Fink, G. (2018). Home- and center-based learning opportunities 2020 for preschoolers in low- and middle-income countries. Black, M. M., Trude, A. C. B., & Lutter, C. K. (2020). All children thrive: Children and Youth Services Review, 88, 44–56. doi: 10.1016/j. Integration of nutrition and early childhood development. childyouth.2018.02.021 Annual Review of Nutrition. 40, 375–406. https://doi.org/10.1146/ annurev-nutr-120219-023757 Merseth King, K. (2018). Children can’t wait: Effective development assistance for school readiness in Jordan. In Crouch, L. A., Merseth King, K., Olefir, A., Saeki, H. & Savrimootoo, J. Keilson & M. Gubser (Eds.), The practice of international T. (2020). Taking preprimary programs to scale in developing development (pp. 1–18). New York, NY: Routledge / Taylor and countries: Multi-source evidence to improve primary school Francis Group. completion rates. International Journal of Early Childhood, 52(2), 159–174. doi: 10.1007/s13158-020-00271-7 2017 Black, M. M., Gove, A. K., & Merseth King, K. (2017). Chapter Crouch, L., Olefir, A., Saeki, H., & Savrimootoo, T. (2020). Déjà vu all 19: Platforms to reach children in early childhood. In D. A. P. over again? Recent evidence on early childhood and early grade Bundy, N. de Silva, S. Horton, D. T. Jamison, & G. C. Patton (Eds.), repetition in developing countries. PROSPECTS. doi: 10.1007/ Disease control priorities, third edition (DCP3). Volume 8, Child and s11125-020-09473-2 adolescent health and development: Realizing neglected potential Dombrowski, E., Sitabkhan, Y., & Kilonzo, T. N. (2020). Classroom (pp. 253–268). Washington, DC: The World Bank Group. environment for children with disabilities in Kenyan preschools. doi: 10.1596/978-1-4648-0423-6_ch19 International Journal of Inclusive Education, 1–16. Black, M. M., Jukes, M. C. H., & Willoughby, M. T. (2017). doi: 10.1080/13603116.2020.1839795 Behavioural and emotional problems in preschool children. Merseth King, K., Crouch, L. A., Baum, D. R. & Wils, A. (2020). How The Lancet Psychiatry, 4(2), 89–90. doi: 10.1016/S2215- well are we measuring access to early childhood education? 0366(17)30005-6 Annual Review of Comparative and International Education 2019: Black, M. M., Walker, S. P., Fernald, L. C. H., Andersen, C. T., International Perspectives on Education and Society, 39, 171–189. DiGirolamo, A. M., Lu, C., ... Lancet Early Childhood Development doi: 10.1108/s1479-367920200000039016 Series Steering Committee. (2017). Early childhood development 2019 coming of age: Science through the life course. The Lancet, 389(10064), 77–90. doi: 10.1016/S0140-6736(16)31389-7 Behbehani, F., Dombrowski, E., & Black, M. M. (2019). Systematic review of early child care centers in low- and middle-income Crouch, L., & Merseth King, K. (2017). Stumbling at the first step: countries and health, growth, and development among children Efficiency implications of poor performance in the foundational aged 0–3 years (nzz048.P11-052-19). Current Developments in first five years. Prospects, 1–22. doi: 10.1007/s11125-017-9401-1 Nutrition, 3(Suppl 1), 1016. doi: 10.1093/cdn/nzz048.P11-052-19

3 Special Topic for 2021: Assessment and Evaluation 2 Instruction 4 Policies and Systems 5 Teacher Training and Pandemic Research and Early Childhood Development 3 Language 4 Social and Emotional Learning 5 Professional Development 6 Responses 1 Technology 7

Daelmans, B., Darmstadt, G. L., Lombardi, J., Black, M. M., Britto, Wolf, S., Turner, E. L., Jukes, M. C. H., & Dubeck, M. M. (2018). P. R., Lye, S., ... Lancet Early Childhood Development Series Changing literacy instruction in Kenyan classrooms: Assessing Steering Committee. (2017). Early childhood development: The pathways of influence to improved early literacy outcomes foundation of sustainable development. The Lancet, 389(10064), in the HALI intervention. International Journal of Educational 9–11. doi: 10.1016/S0140-6736(16)31659-2 Development, 62, 27–34. doi: 10.1016/j.ijedudev.2018.02.004

Gove, A. (2017). What we are learning about early 2017 education in sub-Saharan Africa. Journal of Research on Educational Effectiveness, 10(3), 530–534. doi: Alcock, K. J., Ngorosho, D. S., & Jukes, M. C. H. (2017). Reading and 10.1080/19345747.2017.1335091 phonological awareness in Africa. Journal of Learning Disabilities, 51(5), 463–472. doi: 10.1177/0022219417728051 Instruction Bulat, J., Dubeck, M., Green, P., Harden, K. K., Henny, C. E., We promote innovative instructional techniques, Mattos, M. L., Pflepsen, A.,Robledo, A., & Sitabkhan, Y. especially for low-resource settings, and study their (2017). What works in early grade literacy instruction. RTI Press soundness and effectiveness. Publication No. OP-0039-1702. Research Triangle Park, NC: RTI Press. doi: 10.3768/rtipress.2017.op.0039.1702 2020 Bulat, J., Hayes, A. M., Macon, W., Ticha, R., & Abery, B. H. (2017). Piper, B., Dryden-Peterson, S., Chopra, V., Reddick, C., & Oyanga, A. School and classroom disabilities inclusion guide for low- and (2020). Are refugee children learning? Early grade literacy in a middle-income countries. RTI Press Publication No. OP-0031-1701. refugee camp in Kenya. Journal on Education in Emergencies, 5(2), Research Triangle Park, NC: RTI Press. doi: 10.3768/rtipress.2017. 71–107. doi: 10.33682/f1wr-yk6y op.0031.1701 Ralaingita, W., & du Plessis, J. (2020). “Satisficing” in early grade reading: Applying reasonably good strategies in Language imperfect contexts. Annual Review of Comparative and We investigate the effects of language policies and International Education, 39, 191–208. doi: 10.1108/s1479- multilingualism on teachers’ instruction and children’s 367920200000039017 learning.

2019 In press Robledo, A., & Gove, A. (2019). What works in early reading Gove, A., Harden, K., King, S., Pressley, J. K., Sou, S. C., & materials. RTI Press Publication No. OP-0058, Knowledge and Edwards, S. Literacy acquisition and language of instruction in Practice in International Development No. 2. Research Triangle sub-Saharan Africa. In K. Pugh, C. Perfetti, S. Nag, & L. Verhoeven Park, NC: RTI Press. doi: 10.3768/rtipress.2018.op.0058.1902 (Eds.), Global variation in literacy development. Cambridge, UK: Cambridge University Press. 2018 Piper, B., Simmons Zuilkowski, S., Dubeck, M. M., Jepkemei, E., & 2019 King, S. J. (2018). Identifying the essential ingredients to literacy Brunette, T., Piper, B., Jordan, R., King, S., & Nabacwa, R. (2019). and numeracy improvement: Teacher professional development The impact of mother tongue reading instruction in twelve and coaching, student textbooks, and structured teachers’ Ugandan languages and the role of language complexity, guides. World Development, 106, 324–336. doi: 10.1016/j. socioeconomic factors, and program implementation. worlddev.2018.01.018 Comparative Education Review, 63(4), 591–612. doi: 10.1086/ Piper, B., Sitabkhan, Y., Mejia, J., & Betts, K. (2018). Effectiveness of 705426 teachers’ guides in the Global South: Scripting, learning outcomes, Brunette, T., Punjabi, M., Pouezevara, S., & Cummiskey, C. and classroom utilization. RTI Press Publication No. OP-0053- (2019). Reading achievement in the Philippines: The role of 1805. Research Triangle Park, NC: RTI Press. doi: 10.3768/ language complexity. Prepared for US Agency for International rtipress.2018.op.0053.1805 Development under the All Children Reading–Asia project, Simmons Zuilkowski, S., & Piper, B. (2018). Instructional coaching Philippines, Task Order AID-OAA-TO-16-00017, REQ- in Kenya: Supporting teachers to improve literacy outcomes. ASIA-16-00017. Research Triangle Park, NC: RTI International. In M. Akiba & G. LeTendre (Eds.), The Routledge international https://pdf.usaid.gov/pdf_docs/PA00XBQ4.pdf handbook on teacher quality and policy (1st ed., pp. 505–516). Jasińska, K. K., Wolf, S., Jukes, M. C. H., & Dubeck, M. M. (2019). New York: Routledge. Literacy acquisition in multilingual educational contexts: Sitabkhan, Y. A., & Platas, L. (2018). Early mathematics counts: Evidence from Coastal Kenya. Developmental Science, 22(5), Promising instructional strategies from low- and middle-income e12828. doi: 10.1111/desc.12828 countries. RTI Press Publication No. OP-0055-1807. Research Kim, Y-S. G., & Piper, B. (2019). Component skills of reading and Triangle Park, NC: RTI Press. doi: 10.3768/rtipress.2018. their structural relations: Evidence from three sub-Saharan op.0055.1807 African languages with transparent orthographies. Journal of Research in Reading, 42(2), 326–348. doi: 10.1111/1467- 9817.12271

4 Special Topic for 2021: Assessment and Evaluation 2 Instruction 4 Policies and Systems 5 Teacher Training and Pandemic Research and Early Childhood Development 3 Language 4 Social and Emotional Learning 5 Professional Development 6 Responses 1 Technology 7

Kim, Y-S. G., & Piper, B. (2019). Cross-language transfer of reading Piper, B., DeStefano, J., Kinyanjui, E. M., & Ong’ele, S. (2018). Scaling skills: An empirical investigation of bidirectionality and the up successfully: Lessons from Kenya’s Tusome national literacy influence of instructional environments.Reading and Writing, program. Journal of Educational Change, 19(3), 293–321. doi: 32(4), 839–871. doi: 10.1007/s11145-018-9889-7 10.1007/s10833-018-9325-4

2018 Piper, B., Merseth King, K., & Ngaruiya, S. (2018). Scaling up early childhood development and education in a devolved setting: Piper, B., Simmons Zuilkowski, S., Kwayumba, D., & Oyanga, A. Policy making, resource allocations, and impacts of the Tayari (2018). Examining the secondary effects of mother-tongue school readiness program in Kenya. Global Education Review, 5(2), literacy instruction in Kenya: Impacts on student learning 47–68. https://ger.mercy.edu/index.php/ger/article/view/397 in English, Kiswahili, and mathematics. International Journal of Educational Development, 59, 110–127. doi: 10.1016/j. Schuler, B. R., Saksvig, B. I., Nduka, J., Beckerman, S., Jaspers, L., ijedudev.2017.10.002 Black, M. M., & Hager, E. R. (2018). Barriers and enablers to the implementation of school wellness policies: An economic Sowa, P. (2018). Sifting through shifting sands: Confronting perspective. Health Promotion Practice, 19(6), 873–883. the self in teaching bilingual Emirati preservice teachers. In J. doi: 10.1177/1524839917752109 Sharkey & M. Madigan Peercy (Eds.), Self-study of language and literacy practices: Culturally and linguistically Simmons Zuilkowski, S. S., Piper, B., Ong’ele, S. A., & Kiminza, O. diverse contexts (1st ed., pp. 203–221). Advances in Research on (2018). Parents, quality and school choice: Why parents in Nairobi Teaching Series: Vol. 30. Bingley, West Yorkshire, UK: Emerald choose low-cost private schools over public schools in Kenya’s Group Publishing. doi: 10.1108/S1479-368720180000030015 Free Primary Education era. Oxford Review of Education, 44(2), 258–274. doi: 10.1080/03054985.2017.1391084 Policies and Systems We research individual countries’ policies in education 2017 data management, systems, finance, accountability, Gove, A., Korda Poole, M., & Piper, B. (2017). Designing for scale: decentralization, budgeting, and planning and Reflections on rolling out reading improvement in Kenya and management, as well as the international community’s Liberia. New Directions for Child and Adolescent Development, 2017(155), 77–95. doi: 10.1002/cad.20195 contributions to such policies. Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems In press and policies guide for low- and middle-income countries. RTI Press Crouch, L. A., Rolleston, C. & Gustafsson, M. (In press). Eliminating Publication No. OP-0043-1707. Research Triangle Park, NC: RTI global learning poverty: The importance of equalities and equity. Press. doi: 10.3768/rtipress.2017.op.0043.1707 International Journal of Educational Development. Social and Emotional Learning 2020 We consider social and cultural factors that have an impact Simmons Zuilkowski, S., Piper, B., & Ong’ele, S. A. (2020). Are low- on children’s learning, life skills, and emotional well-being. cost private schools worth the investment? Evidence on literacy and mathematics gains in Nairobi primary schools. Teachers In press College Record, 122(1), 1–17, record ID no. 22953. https://www. Randolph, E., D’Agostino, T. J., Norman, J., Edwards, L., & tcrecord.org/Content.asp?ContentId=22953 Muyingo, P. (In press). Leveraging the promise of a positive school culture and climate for social and emotional and academic 2019 learning in education in emergency settings. Journal on Education Thulare, T. D., Spoolstra, C., Dombrowski, E., Jordan, R. G., & in Emergencies: Special Issue on Psychosocial Support and Social Nabacwa, R. (2019). A comparative policy analysis of the and Emotional Learning in Emergencies. comprehensive refugee response framework in Uganda and Kenya. In A. W. Wiseman, L. Damaschke-Deitrick, E. L. 2020 Galegher, & M. F. Park (Eds.), Comparative perspectives on Jukes, M. C. H. (2020). Supporting communities across different refugee youth education: Dreams and realities in educational contexts to promote social and emotional learning. In W. Millard systems worldwide (1st ed., pp. 131–154). New York: Routledge & J. McIntosh (Eds.), Social and emotional learning and the new Research in International and Comparative Education. doi: normal: A summary of The Centre for Education and Youth and STiR 10.4324/9780429433719-6 Education’s Roundtable, with accompanying expert thinkpieces Weatherholt, T., Jordan, R., Crouch, L., Barnett, E., & Pressley, J. K. (pp. 21–22). The Centre for Education and Youth. https://cfey.org/ (2019). Challenge and drivers of over-enrollment in early primary wp-content/uploads/2020/08/Social-emotional-learning-report- in Uganda. International Journal of Early Childhood, 51(1), 23–40. A4-digi.pdf doi: 10.1007/s13158-019-00238-3

2018 Crouch, L. A., & Hoadley, U. (2018). The transformation of South Africa’s system of basic education. In B. Levy, R. Cameron, U. Hoadley, & V. Naidoo (Eds.), The politics and governance of basic education: A tale of two South African provinces (pp. 27–60). Oxford, UK: Oxford University Press.

5 Special Topic for 2021: Assessment and Evaluation 2 Instruction 4 Policies and Systems 5 Teacher Training and Pandemic Research and Early Childhood Development 3 Language 4 Social and Emotional Learning 5 Professional Development 6 Responses 1 Technology 7

2019 Piper, B., & Mejia, J. (2020). Structured pedagogy guide 2: Jukes, M. C. H. (2019). Contextualizing the goals of social and Designing an effective structured pedagogy program. https:// emotional learning curricula and materials. In A. Smart, M. Sinclair, scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/ A. Benavot, J. Bernard, C. Chabbott, S. G. Russell, & J. Williams lessons/-PUpHlPR5gwkPYYCP0CdsPZCMl6z5h0t (Eds.), NISSEM Global Briefs: Educating for the social, the emotional Dubeck, M. M., & Sitabkhan, Y. (2020). Structured pedagogy and the sustainable (pp. 182–197). Open-access publication of guide 3: Curriculum and scope and sequence development for the nonprofit group Networking to Integrate SDG Target 4.7 literacy and numeracy. https://scienceofteaching.s3.eu-west-3. and Social and Emotional Learning into Educational Materials amazonaws.com/index.html#/lessons/yB4UeAz8WPUNUbfM- (NISSEM). https://nissem.org/globalbriefs IF67gZRXDIsuX1J Randolph, E., Burkholder, G. L., & Katende Sempa, H. (2019). Mejia, J., & Ralaingita, W. (2020). Structured pedagogy guide The Journeys approach to building a safe, inclusive and positive 4: Teaching and learning materials development. https:// school and fostering social and emotional learning. In A. Smart, M. scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/ Sinclair, A. Bernard, C. Chabbott, S. G. Russell. & J. H. Williams (Eds.), lessons/Sm2uB2Y66cKSHenLwR16GWtHr3r5-TFs NISSEM Global Briefs: Educating for the social, the emotional and the sustainable (pp. 250–264). Open-access publication of NISSEM. Mejia, J. (2020). Structured pedagogy guide 5: Teacher professional https://nissem.org/globalbriefs development: Teacher training. https://scienceofteaching. s3.eu-west-3.amazonaws.com/index.html#/lessons/ Randolph, E., Edwards, L., & Norman, J. (2019). The central role fXgYqtaQQv3m7AJ3fMS2p-ig3K5aHt2n of school culture and climate in fostering social and emotional learning: Evidence from Malawi and Uganda. In A. Smart, M. Ralaingita, W. (2020). Structured pedagogy guide 6: Teacher Sinclair, A. Benavot, C. Chabbot, S. G. Russell, & J. H. Williams (Eds.), professional development: Ongoing teacher support. https:// NISSEM Global Briefs: Educating for the social, the emotional and the scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/ sustainable (pp. 198–214). https://nissem.org/globalbriefs lessons/zoE4mHcRFAc6b9MhPeRdcZDGMc4ia48l

2018 Stern, J., & Jordan, R. (2020). Structured pedagogy guide 7: Data systems and accountability. https://scienceofteaching.s3.eu- Jukes, M., Gabrieli, P., Mgonda, N., Nsolezi, F., Jeremiah, G., Tibenda, west-3.amazonaws.com/index.html#/lessons/MCbFovmVx-- J., & Bub, K. (2018). “Respect is an investment”: Community kPTK-aVVdG5sKnQHpOk55 perceptions of social and emotional competencies in early childhood from Mtwara, Tanzania. Global Education Review, 5(2), DeStefano, J. (2020). Structured pedagogy guide 8: What do 160–188. https://ger.mercy.edu/index.php/ger/article/view/401 education leaders need to know? https://scienceofteaching.s3.eu- west-3.amazonaws.com/index.html#/lessons/DcopS77ZdDRRXi Teacher Training and Professional Development MzM9QRSZCc6uu59_6I We work to enhance teachers’ professional skills as a 2019 means to improve student outcomes. Sowa, P. A., & Schmidt, C. (2019). Preparing teachers to teach for social justice: Mirrors and windows. In J. Kitchen, A. Berry, H. 2020 Guðjónsdóttir, S. Bullock, M. Taylor, & A. Crowe (Eds.), Second Structured Pedagogy How-To Guide Series, technical documents international handbook of self-study of teaching and teacher developed by RTI International under the Implementing the (pp. 1–19). Singapore: Springer/Sense. of Teaching grant through funding from the Bill & Melinda Gates doi: 10.1007/978-981-13-1710-1_17-1 Foundation. This work is licensed under a Creative Commons Attribution 4.0 International 2018 License Pouezevara, S. R. (Ed.). (2018). Cultivating dynamic educators: Case Piper, B., Ralaingita, W., Mejia, J., Dubeck, M. M., DeStefano, J., studies in teacher behavior change in Africa and Asia. RTI Press Stern, J., Jordan, R., & Sitabkhan, Y. (2020). Structured pedagogy: Publication No. BK-0022-1809. Research Triangle Park, NC: RTI Overview of how-to guide series. https://scienceofteaching.s3.eu- Press. doi: 10.3768/rtipress.2018.bk.0022.1809 west-3.amazonaws.com/index.html#/lessons/pw4nS4OM7i8RlNT Ch. 1–Pouezevara, S. R. (2018). Understanding and influencing Li_2HIB1QNz0sRP3f teacher behavior change: Editorial introduction. (pp. 1–22) Piper, B., & DeStefano, J. (2020). Structured pedagogy can really Ch. 2–Mekonnen, D., Fesmire, M., Barnes, A., Backman, S., & work: A note for education leaders. https://scienceofteaching.s3.eu- Ramos-Mattoussi, F. (2018). Changing teacher educators’ west-3.amazonaws.com/index.html#/lessons/pw4nS4OM7i8RlNT conceptions and practices around literacy instruction: Lessons Li_2HIB1QNz0sRP3f from teacher educators’ professional development experiences Piper, B., & DeStefano, J. (2020). Structured pedagogy: Literature in Ethiopia. (pp. 23–63) review. https://scienceofteaching.s3.eu-west-3.amazonaws.com/ Ch. 3–Rakusin, M., & Bostock, G. (2018). School leadership and index.html#/lessons/qRcSj0b2yqminRXJh7cSd_2tkJc-0blC early grade reading: Examining the evidence in Zambia. (pp. Piper, B. (2020). Structured pedagogy guide 1: Government leadership 65–106) and program adoption. https://scienceofteaching.s3.eu- Ch. 5–Slade, T. S., Kipp, S., Cummings, S., & Nyirongo, K. (2018). west-3.amazonaws.com/index.html#/lessons/usCKx9zqdu7- Short message service (SMS)–based remote support and ikZiAPj6qclSjgUdC9wA teacher retention of training gains in Malawi. (pp. 131–167)

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Ch. 6–Harden, K., Pflepsen, A., &King, S. (2018). Relationships Crouch, L., & Strigel, C. (2018). New frontiers in technology for between coach support and teachers’ adoption of new assessment in low-income contexts. Op-ed for the “Meaningful instructional practices: Findings from the Nigeria Reading and Education in Times of Uncertainty” essay collection. Washington, Access Research Activity (RARA). (pp. 169–204) DC: Center for Universal Education, Brookings Institution. https:// www.brookings.edu/research/meaningful-education-in-times- Ch. 7–Pouezevara, S., Sentosa, F., & Asrianti, T. (2018). Using of-uncertainty/ activity theory to understand teacher peer learning in Indonesia. (pp. 205–247) Strigel, C. (2018). Inclusive education screening tool and pilot activity – Desk review. Report prepared for US Agency for Technology International Development under the All Children Reading–Asia We investigate and apply cost-effective technologies to program, AID-OAA-TO-16-00017, Task Order REQ-ASIA-16-00017. collect data for decision making and to improve coaching Research Triangle Park, NC: RTI International. https://pdf.usaid. gov/pdf_docs/PA00TJDX.pdf and classroom instruction. Strigel, C., Slade, T., & Wambari, L. (2018). Teacher coaching In press at national scale: Insights into using technology and data for Punjabi, M., Norman, J., Edwards, E., & Muyingo, P. (In press). decision-making in Kenya. Presentation at 2018 mEducation Using ACASI [audio computer-assisted self-interviewing] to Alliance Symposium, Washington, DC. Slide deck: https://shared. measure SRGBV [school-related gender-based violence] in rti.org/content/teacher-coaching-national-scale-insights-using- Ugandan primary schools. Research Brief. Research Triangle Park, technology-and-data-decision-making-kenya NC: RTI Press. 2017 2020 Piper, B., Oyanga, A., Mejia, J., & Pouezevara, S. (2017). Pouezevara, S., Arinto, P., Dunuan, L., & Sasing, M. (2020). EdTech Implementing large-scale instructional technology in Kenya: ecosystem report: Philippines. Prepared for the US Agency Changing instructional practice and developing accountability for International Development under All Children Reading– in a national education system. International Journal of Education Philippines, Task Order No. AID-OAA-TO-16-00017, REQ- and Development Using Information and Communication ASIA-16-00017. Research Triangle Park, NC: RTI International. Technology (IJEDICT), 13(3), 57–79. http://ijedict.dec.uwi.edu/ https://shared.rti.org/content/philippines-education- include/getdoc.php?id=7416&article=2353&mode=pdf technology-ecosystem-profile Strigel, C. (2017). Assistive Technology Capacity Building Initiative Pouezevara, S., & Strigel, C. (2020). CurrantMobile: Analyzing and endline report – Reading for Ethiopia’s Achievement Developed validating game-based assessments. Presented at 10th annual Technical Assistance (READ TA) project. Prepared for US Agency mEducation Alliance Symposium, September 14–16, 2020, for International Development under Contract No. AID- Washington, DC. Animated short video: https://www.youtube. 663-A-12-00013. Research Triangle Park, NC: RTI International. com/watch?v=kL5w9f3VI3c https://pdf.usaid.gov/pdf_docs/PA00N6PQ.pdf

2019 Strigel, C. (2017, October 5). Using assistive technology to improve reading instruction in regular classrooms for learners with vision Pouezevara, S., Powers, S., Moore, G., Strigel, C., & McKnight, or hearing impairment in Ethiopia. Presented at 7th Annual K. (2019). Assessing soft skills in youth through digital games. mEducation Alliance Symposium, “Future-Proofing Technology ICERI2019 Proceedings, 3057–3066. 12th annual International for Education in International Development,” Washington, DC. Conference of Education, Research and Innovation. Slide deck: http://medalliance.wpengine.com/wp-content/ doi: 10.21125/iceri.2019.0774 uploads/2018/01/MobileResourcestoPromoteTeacher 2018 EfficacyinTeachingChildrenwithDisabilitiesinEthiopiaCarmen StrigelOct5_9_30ShortPresentationsDisability.pptx Betts, K., & Strigel, C. (2018). Vision and hearing screening tools pilot activity in the Philippines. Report prepared for US Agency for International Development under the All Children Reading–Asia program, AID-OAA-TO-16-00017, Task Order REQ-ASIA-16-00017. Research Triangle Park, NC: RTI International. https://pdf.usaid. gov/pdf_docs/PA00TJF2.pdf

RTI at vCIES 2021: Social Responsibility Within Changing Contexts

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