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Webinar on The Untapped Potential of Supporting Learning Outside School: Evidence from a Randomized Control Trial in Rwanda

Resource Type: 
Event Recordings, Materials, and E-Courses
Author(s): 
Friedlander, Elliott Friedlander
da Silva, Carol
Publisher or Sponsoring Organization: 
Global Reading Network
Country: 
Date Published: 
October 26, 2016
Abstract (200 Character Limit) : 

If educators around the world want to address the learning crisis most effectively, they must help learners beyond the school walls. This is the central conclusion from a longitudinal randomized control trial of Save the Children's Literacy Boost program, conducted by a team of researchers from Stanford University. The RCT assigned students to one of three groups: (1) a group assigned to the full Literacy Boost intervention, which includes supports to improve reading pedagogy in the classroom and supports for families and communities to encourage learning outside school, (2) a group that received supports to improve teacher reading pedagogy, and (3) a "business as usual" control group. This webinar begins by briefly outlining the Literacy Boost program. It goes on to describe the motivation and methods for the two-year longitudinal study and summarize its findings. It concludes by arguing that educators and others seeking to address the learning crisis must support learning throughout a child's day, week, month, and year rather than just the 15 percent of the time children are in classrooms.

Topic: 
Teachers and Teaching
Testing and Assessment
Target Audience: 
Implementers
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