Kenya : Can Scripted Schooling Improve Learning?
Before the COVID pandemic, more than half of children in low and middle-income countries suffered from learning poverty: they either were out of school or failed to learn to read with comprehension by age 10. At the same time, numerous studies have documented serious challenges related to the quality of education services, particularly for those serving poor students. In a country like Kenya, for example, teachers exhibit low levels of content and pedagogical knowledge. Previous research has shown that highly structured teaching guides could improve literacy, but scripted lessons are not without critics, who worry that teachers will not be able to adapt content to student’s needs. In places where teachers may be less prepared to tailor high quality lessons to their students, however, scripting may offer a way to standardize a minimum level of quality at scale.
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| Format: | Brief biblioteca |
| Language: | English English |
| Published: |
Washington, DC
2022-10
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| Subjects: | STRATEGIC IMPACT EVALUATION FUND, EDUCATION TECHNOLOGY, PANDEMIC REMOTE LEARNING, SCRIPTED SCHOOLING, TEACHER CONTENT KNOWLEDGE, PEDAGOGY, TEACHER MONITORING, TEACHER SKILLS, SCIENCE OF EDUCATION, TEACHING AND LEARNING, PRIMARY EDUCATION, BRIDGE SCHOOLS, LEARNING POVERTY, |
| Online Access: | http://documents.worldbank.org/curated/en/099704310272212720/IDU0bd0413450d8db04928085d1084584e4b6f48 http://hdl.handle.net/10986/38237 |
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dig-okr-10986382372022-11-02T05:10:59Z Kenya : Can Scripted Schooling Improve Learning? World Bank STRATEGIC IMPACT EVALUATION FUND EDUCATION TECHNOLOGY PANDEMIC REMOTE LEARNING SCRIPTED SCHOOLING TEACHER CONTENT KNOWLEDGE PEDAGOGY TEACHER MONITORING TEACHER SKILLS SCIENCE OF EDUCATION TEACHING AND LEARNING PRIMARY EDUCATION BRIDGE SCHOOLS LEARNING POVERTY Before the COVID pandemic, more than half of children in low and middle-income countries suffered from learning poverty: they either were out of school or failed to learn to read with comprehension by age 10. At the same time, numerous studies have documented serious challenges related to the quality of education services, particularly for those serving poor students. In a country like Kenya, for example, teachers exhibit low levels of content and pedagogical knowledge. Previous research has shown that highly structured teaching guides could improve literacy, but scripted lessons are not without critics, who worry that teachers will not be able to adapt content to student’s needs. In places where teachers may be less prepared to tailor high quality lessons to their students, however, scripting may offer a way to standardize a minimum level of quality at scale. 2022-11-01T14:21:47Z 2022-11-01T14:21:47Z 2022-10 Brief http://documents.worldbank.org/curated/en/099704310272212720/IDU0bd0413450d8db04928085d1084584e4b6f48 http://hdl.handle.net/10986/38237 English en From Evidence to Policy; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Knowledge Notes :: From Evidence to Policy Kenya |
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| country |
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| countrycode |
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| component |
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| databasecode |
dig-okr |
| tag |
biblioteca |
| region |
America del Norte |
| libraryname |
Biblioteca del Banco Mundial |
| language |
English English |
| topic |
STRATEGIC IMPACT EVALUATION FUND EDUCATION TECHNOLOGY PANDEMIC REMOTE LEARNING SCRIPTED SCHOOLING TEACHER CONTENT KNOWLEDGE PEDAGOGY TEACHER MONITORING TEACHER SKILLS SCIENCE OF EDUCATION TEACHING AND LEARNING PRIMARY EDUCATION BRIDGE SCHOOLS LEARNING POVERTY STRATEGIC IMPACT EVALUATION FUND EDUCATION TECHNOLOGY PANDEMIC REMOTE LEARNING SCRIPTED SCHOOLING TEACHER CONTENT KNOWLEDGE PEDAGOGY TEACHER MONITORING TEACHER SKILLS SCIENCE OF EDUCATION TEACHING AND LEARNING PRIMARY EDUCATION BRIDGE SCHOOLS LEARNING POVERTY |
| spellingShingle |
STRATEGIC IMPACT EVALUATION FUND EDUCATION TECHNOLOGY PANDEMIC REMOTE LEARNING SCRIPTED SCHOOLING TEACHER CONTENT KNOWLEDGE PEDAGOGY TEACHER MONITORING TEACHER SKILLS SCIENCE OF EDUCATION TEACHING AND LEARNING PRIMARY EDUCATION BRIDGE SCHOOLS LEARNING POVERTY STRATEGIC IMPACT EVALUATION FUND EDUCATION TECHNOLOGY PANDEMIC REMOTE LEARNING SCRIPTED SCHOOLING TEACHER CONTENT KNOWLEDGE PEDAGOGY TEACHER MONITORING TEACHER SKILLS SCIENCE OF EDUCATION TEACHING AND LEARNING PRIMARY EDUCATION BRIDGE SCHOOLS LEARNING POVERTY World Bank Kenya : Can Scripted Schooling Improve Learning? |
| description |
Before the COVID pandemic, more than
half of children in low and middle-income countries suffered
from learning poverty: they either were out of school or
failed to learn to read with comprehension by age 10. At the
same time, numerous studies have documented serious
challenges related to the quality of education services,
particularly for those serving poor students. In a country
like Kenya, for example, teachers exhibit low levels of
content and pedagogical knowledge. Previous research has
shown that highly structured teaching guides could improve
literacy, but scripted lessons are not without critics, who
worry that teachers will not be able to adapt content to
student’s needs. In places where teachers may be less
prepared to tailor high quality lessons to their students,
however, scripting may offer a way to standardize a minimum
level of quality at scale. |
| format |
Brief |
| topic_facet |
STRATEGIC IMPACT EVALUATION FUND EDUCATION TECHNOLOGY PANDEMIC REMOTE LEARNING SCRIPTED SCHOOLING TEACHER CONTENT KNOWLEDGE PEDAGOGY TEACHER MONITORING TEACHER SKILLS SCIENCE OF EDUCATION TEACHING AND LEARNING PRIMARY EDUCATION BRIDGE SCHOOLS LEARNING POVERTY |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Kenya : Can Scripted Schooling Improve Learning? |
| title_short |
Kenya : Can Scripted Schooling Improve Learning? |
| title_full |
Kenya : Can Scripted Schooling Improve Learning? |
| title_fullStr |
Kenya : Can Scripted Schooling Improve Learning? |
| title_full_unstemmed |
Kenya : Can Scripted Schooling Improve Learning? |
| title_sort |
kenya : can scripted schooling improve learning? |
| publisher |
Washington, DC |
| publishDate |
2022-10 |
| url |
http://documents.worldbank.org/curated/en/099704310272212720/IDU0bd0413450d8db04928085d1084584e4b6f48 http://hdl.handle.net/10986/38237 |
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AT worldbank kenyacanscriptedschoolingimprovelearning |
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1756576213305917440 |