After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parents’ investment in their children’s education. What were the outcomes? Read all about the experiment in this report.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
The ‘Parents As Teachers’ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the child’s development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parents’ investment in their children’s education. What were the outcomes? Read all about the experiment in this report.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
The ‘Parents As Teachers’ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the child’s development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
Availability and Utilisation of Teaching Resources as Predictors of Secondary...Premier Publishers
Researchers have attributed poor performance in Oral English to poor instruction. Availability and utilization of teaching resources in Oral English instruction has been found to be inadequate. Research design was descriptive and data was analysed using regression analysis. The results show that students’ achievement in Oral English had a non-significant positive low relationship with availability (r = .079; p>.05) but a non-significant negative low relationship with utilization of teaching resources (r = -.112; p>.05). Joint contribution of the two independent variables was not significant on achievement and relative contribution of availability (β = .175; t = .720; p>.05) and utilization (β = -.151; t = -.622; p>.05) was not significant.
V3 e6-017Educational Media Awareness Among The Higher Education Teachers-An A...ijcite
The main objectives of the study is to find out the educational media
awareness among the higher education teachers with respect to gender,
age, academic stream, teaching experience and type of institutions.
Survey method was adopted for the present research. Educational Media
Awareness Questionnaire (EMAQ) was constructed and standardized by
the Researcher. Random sampling technique was used for collecting the
data. The study was conducted 140 Arts and Science college teachers
working in Government, Govt. Aided and Self-financing institutions in
and around Chennai. Statistical techniques such as Mean, S.D, t-test,
ANOVA were used. The major findings of the study are: 1) The science
teachers have greater educational media awareness compared to arts
teachers. 2) The above 15 years’ experience teachers have higher
educational media awareness compared to their counterparts.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
Phd Assistance Sample Work For Dissertation Proposal for Impact of Bilingual Program Models to Promote the transition into English Classrooms and Student Achievement: Two- way Immersion
Link of the research article where critique is based
https://www.researchgate.net/publication/326395196_STATUS_OF_THE_MOTHER_TONGUE_BASED-MULTILINGUAL_EDUCATION_OF_THE_PRIVATE_PRIMARY_SCHOOLS_IN_VIGAN_CITY
Speaking at the 2015 CCIH Annual Conference, Paul Frank, Executive Director of SIL LEAD, explained the organization's program to improve literacy and education in developing nations by helping children learn to read in their native languages.
Availability and Utilisation of Teaching Resources as Predictors of Secondary...Premier Publishers
Researchers have attributed poor performance in Oral English to poor instruction. Availability and utilization of teaching resources in Oral English instruction has been found to be inadequate. Research design was descriptive and data was analysed using regression analysis. The results show that students’ achievement in Oral English had a non-significant positive low relationship with availability (r = .079; p>.05) but a non-significant negative low relationship with utilization of teaching resources (r = -.112; p>.05). Joint contribution of the two independent variables was not significant on achievement and relative contribution of availability (β = .175; t = .720; p>.05) and utilization (β = -.151; t = -.622; p>.05) was not significant.
V3 e6-017Educational Media Awareness Among The Higher Education Teachers-An A...ijcite
The main objectives of the study is to find out the educational media
awareness among the higher education teachers with respect to gender,
age, academic stream, teaching experience and type of institutions.
Survey method was adopted for the present research. Educational Media
Awareness Questionnaire (EMAQ) was constructed and standardized by
the Researcher. Random sampling technique was used for collecting the
data. The study was conducted 140 Arts and Science college teachers
working in Government, Govt. Aided and Self-financing institutions in
and around Chennai. Statistical techniques such as Mean, S.D, t-test,
ANOVA were used. The major findings of the study are: 1) The science
teachers have greater educational media awareness compared to arts
teachers. 2) The above 15 years’ experience teachers have higher
educational media awareness compared to their counterparts.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
Phd Assistance Sample Work For Dissertation Proposal for Impact of Bilingual Program Models to Promote the transition into English Classrooms and Student Achievement: Two- way Immersion
Link of the research article where critique is based
https://www.researchgate.net/publication/326395196_STATUS_OF_THE_MOTHER_TONGUE_BASED-MULTILINGUAL_EDUCATION_OF_THE_PRIVATE_PRIMARY_SCHOOLS_IN_VIGAN_CITY
Speaking at the 2015 CCIH Annual Conference, Paul Frank, Executive Director of SIL LEAD, explained the organization's program to improve literacy and education in developing nations by helping children learn to read in their native languages.
THE EFFECTS OF VISUAL MATERIALS ON STUDENTS’ UNDERSTANDING OF VOCABULARY IN L...John1Lorcan
The aim of this research paper is to find out how visual materials affect student’s understanding on
literature and their perception towards usage of visual materials to learning literature. The targets of this
research were 39 form 4 intermediate class students in a secondary school in Ipoh town, Perak. Students’
understanding on literature is based on their score in the vocabulary recognition test. Questionnaire and
semi-structured interview were used to obtain students’ insight on usage of visual materials in learning
literature. Using the visual materials, students can understand the literature and word meanings better.
They showed positive attitude towards usage of visual materials during literature class.
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
Elementary education refers to the second stage of compulsory basic education. Which is composed of six years. The entrant sge to this level is typically six years old.
Final School learning Recovery Plan of Upper Gabriela
Early Grade Reading fact sheet - 2015
1. FACT SHEET
Government of Nepal
Ministry of Education
Health and Education Office
USAID’S EARLY GRADE READING PROGRAM (EGRP)
IN NEPAL
BACKGROUND
Nepal has made remarkable progress in the education sector and
expanded learning opportunities for children and adults since 1990.
Net primary enrollment rates have increased from 64 to nearly 95
percent, with similar enrollment rates for girls and boys. These
improvements have put Nepal on track to achieve Millennium
Development Goal 2: Universal Primary Education. Despite this
progress, there are concerns about the quality of education and low
school completion rates. Nepal’s linguistic, geographical, and socio-
economic diversity also affect schools’ ability to provide quality
education services for all students.
An Early Grade Reading Assessment was conducted in March 2014,
with USAID funding, to provide baseline data on the foundational
reading skills of Nepali children. The assessment found that 34
percent of second graders and 19 percent of third graders could not
read a single word of Nepali. Nepali students only display emergent
reading skills by grade three, which would be expected by the end of
grade one or beginning of grade two. Students in the Terai had both the
lowest mean score and the highest zero scores compared to other
regions of Nepal and were, on average, reading 12 correct words per
minute fewer than students in the Kathmandu Valley. Moreover,
students who reported speaking Nepali at home performed better than
students speaking another first language.
This assessment demonstrated the need for a nationwide Early Grade
Reading Program to improve the reading skills of Nepali students.
PROJECT OVERVIEW
The Early Grade Reading Program (EGRP) is a five-year, $53.8 million
project to support the Ministry of Education (MOE) to improve the
foundational reading skills of Nepali primary school students in grades
one through three. EGRP will directly support the National Early Grade
Reading Program (NEGRP) 2014-2019, which aims for children to read
with fluency and comprehension by grade three. NEGRP is led by the
Ministry of Education (MOE) with support from USAID and other
donors under the MOE’s School Sector Reform Plan.
SNAPSHOT
Life of Project: 2015-2020
Goal: Improve the foundational reading skills of
one million Nepali primary school students in
grades 1-3
Implementing Partners: RTI International
(prime contractor) & the Government of
Nepal’s (GON’s) Ministry of Education
Geographic Focus: 16 target districts (Banke,
Bardiya, Bhaktapur, Dang, Dadeldhura,
Dhankuta, Dolpa, Kailali, Kanchanpur, Kaski,
Manang, Mustang, Parsa, Rupandehi, Saptari,
Surkhet)
Total Project Amount: $53.8 million
EGRP will improve the foundational reading skills of one million Nepali
primary school students in grades 1-3.
2. U.S. Agency for International Development 2
PLANNED ACTIVITIES
1: Improved Early Grade Reading (EGR) Instruction
Design, produce, and distribute evidence-based EGR instructional
materials used by teachers.
Train in-service public school teachers on the use of the provided
materials.
Provide monitoring and coaching in EGR for teachers in target
districts.
Improve classroom-based and district-based EGR assessment
processes in target districts.
2: Improved National and District EGR Service Delivery
Improve MOE’s capacity for EGR data collection and analytical
systems (for the NEGRP).
Institutionalize policies, standards, and benchmarks that support
improved EGR instruction (for the NEGRP)
Improve the planning and management of financial, material, and
human resources devoted to EGR.
Adopt national standards for early grade reading improvement and
expand those standards geographically.
3: Increased Family and Community Support for EGR
In target districts, raise community awareness of the importance of teaching children to read in a language they speak
fluently.1
Engage parents and families to support reading in target districts.
Strengthen capability of PTAs and school management committees to contribute to quality of reading instruction in
target districts.
Strengthen capacity of parents and communities to monitor reading progress in target districts.
PLANNED RESULTS
The Early Grade Reading Program aims to:
Improve early grade reading skills of students: increase the
proportion of grade 1–3 public primary students who can read and
understand grade-level text.
Improve national and district early grade service delivery by
supporting Phase 1 of the NEGRP and complete the design and
demonstration of a successful national model that standardizes EGR
delivery, which the MOE can feasibly replicate and scale to national
implementation.
Increase family and community support for early grade reading.
Distribute emergency teaching and learning materials to 14
earthquake-affected districts.
1
Research overwhelmingly shows that children who learn to read in a language they speak well develop stronger reading skills - in both that
language and in additional languages - than children who learn to read in a language they do not speak well
(http://pdf.usaid.gov/pdf_docs/Pdacq946.pdf).
CONTACT
U.S. Agency for International Development
G.P.O. Box 295
Brahma Cottage, Maharajgunj
Kathmandu, Nepal
Tel: +977-1-4007200
Fax: +977-1-4007285
Email: usaidnepal@usaid.gov
Web: www.usaid.gov/nepal
www.facebook.com/usaidnepal
www.twitter.com/usaidnepal
RTI International
Edward Graybill, Chief of Party
USAID/Early Grade Reading Program (EGRP)
Kathmandu, Nepal
Tel: +977-1-4001013
Email: egraybill@rti.org
Web: http://www.rti.org/
EGRP will design, produce, and distribute instructional
materials used by teachers to help improve reading skills in
grades 1-3.