Citation

Impact analysis of innovative reading program in rural schools

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Abstract:

The paper presents the preliminary findings of baseline and follow-up studies of student learning outcomes resulted from inputs of Rural Education and Development (READ) project funded by the World Bank. The goal of this impact evaluation exercise was to see whether there have been any changes in the literacy skills of rural primary students comparing their skills before the reading intervention (classroom libraries with 160 books) and after the project implementation. Special tests on reading comprehension, writing skills, listening skills, Peabody international test and mathematics skills tests were developed and used for this study. In addition, background surveys from teachers and students have been administered and analyzed. The paper will also interpret changes occurred in overall school setting in terms of professional qualification and attitudes of teachers towards their profession, and attitudes of parents towards schooling as the project has been implemented.

Author's Keywords:

Quality of Education
Convention
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493745_index.html
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MLA Citation:

Dayan-Ochir, Khishigbuyan. "Impact analysis of innovative reading program in rural schools" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493745_index.html>

APA Citation:

Dayan-Ochir, K. "Impact analysis of innovative reading program in rural schools" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493745_index.html

Publication Type: Panel Paper
Abstract: The paper presents the preliminary findings of baseline and follow-up studies of student learning outcomes resulted from inputs of Rural Education and Development (READ) project funded by the World Bank. The goal of this impact evaluation exercise was to see whether there have been any changes in the literacy skills of rural primary students comparing their skills before the reading intervention (classroom libraries with 160 books) and after the project implementation. Special tests on reading comprehension, writing skills, listening skills, Peabody international test and mathematics skills tests were developed and used for this study. In addition, background surveys from teachers and students have been administered and analyzed. The paper will also interpret changes occurred in overall school setting in terms of professional qualification and attitudes of teachers towards their profession, and attitudes of parents towards schooling as the project has been implemented.


Similar Titles:
From Ground to Distance: The Impact of Advanced Technologies on an Innovative School Leadership Program

Quality Indicators for Innovative Programs: Improving the quality of school-university partnership and school-based teacher preparation programs in low-performing schools in Kansas, Nevada, Ohio and Texas

Donor-driven School Cultivation Programs in sub-Saharan Africa: Contributing to educational quality and agricultural innovation in rural Tanzania


 
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