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.

Resource Details

Media Type
Website
Resource Type
Reports
Regions
Authors
Education Development Center, Inc.
Date
2014
Length
12 pages
Associated Experts
Team Leader, Basic Education and Literacy Team/Senior Literacy Expert