This chapter focuses on the effect of nutritional disorders and infectious diseases on the educational achievement of school children.
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Research Interests: Evolutionary Biology, Nutrition and Dietetics, Anthropology, Cognitive development, Cognition, and 15 moreChild Development, Developing Countries, Adolescent, Attendance, Rural Health, Humans, Child, Absenteeism, Schistosomiasis, Female, Male, Health Status, Longitudinal Studies, Educational Status, and Anthelmintics
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Research Interests: Health Education, Southern Africa, Adolescent, Medicine, Biological Sciences, and 15 moreSchools, Humans, Female, Sexual Behavior, Young Adult, AIDS, Risk factors, Educational Attainment, Socioeconomic Status, Adult, Educational Status, Risk Factors, Psychology and Cognitive Sciences, Medical and Health Sciences, and HIV infections
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Research Interests: Cognition, Educational Measurement, Child Development, Global Health, Adolescent, and 15 moreMedicine, Biological Sciences, Attendance, Humans, Child, Cost effectiveness, Systematic review, Cost Benefit Analysis, Parasitic Diseases, Anthelmintics, Standard of Care, Helminthiasis, Deworming, Clinical Trials as Topic, and Medical and Health Sciences
There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we... more
There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally... more
This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such a...
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Research Interests: Psychology, Literacy, Mathematics Education, Educational Development, Early Childhood Literacy, and 10 moreTeacher Training, Reading Comprehension, Kenya, Fluency, Comprehension, Primary School Education, Sub Saharan Africa, Mediation Analysis, Guidance and Counseling Intervention Programs, and Reading Process
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Research Interests: Soft Skills and unpacking
This chapter focuses on the impact of infectious diseases and nutrient deficiencies on access to education. The effect of implementation of health and nutritional interventions on school enrollment and attendance of children are examined.
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KLPS-1 C-Module Codebook
KLPS-1 Data User's Guide
KLPS-1 E-Module Full Sample Data
KLPS-1 F-Module Full Sample Data
KLPS-1 F-Module Codebook
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The Kenya Life Panel Survey, Round 2 (KLPS-2) contains follow-up information, collected during 2007-2009, for a subset of individuals involved in the 1998-2003 Primary School Deworming Program in Busia District, western Kenya.
KLPS-1 H-Module Codebook
Education and HIV/AIDS draws together contributors with expertise in HIV/AIDS and education working around the world, including Sub-Saharan Africa, Southeast Asia, Europe, the USA and the Caribbean, from a variety of perspectives.... more
Education and HIV/AIDS draws together contributors with expertise in HIV/AIDS and education working around the world, including Sub-Saharan Africa, Southeast Asia, Europe, the USA and the Caribbean, from a variety of perspectives. Contributors explore the changing nature of education in light of this epidemic, as well as the impact of public health issues on educational institutions, in a range of different contexts. Within each chapter, the contributors pull apart a variety of relationships HIV/AIDS has with education; some provide a comparative analysis of global responses and international politics, others use small case studies to explore how local culture and tradition impacts these issues. Each chapter contains a summary of the key points and issues within each chapter to enable easy navigation, key contemporary questions to encourage active engagement with the material and references to seminal texts and cutting-edge research to prompt further reading and discussion.
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IntroductionSchool health and nutrition (SHN) programs are an increasing part of efforts to improve the educational outcomes of children around the world. Their success relies on a number of key factors. First, they can have a massive... more
IntroductionSchool health and nutrition (SHN) programs are an increasing part of efforts to improve the educational outcomes of children around the world. Their success relies on a number of key factors. First, they can have a massive global impact on education outcomes because the diseases and nutritional conditions typically addressed are highly prevalent and have substantial impact on children's education. Second, SHN programs are highly cost-effective because simple treatments or nutritional supplements can be delivered inexpensively through the education system. Third, SHN programs promote equity because the educational outcomes of the poorest children benefit to the greatest extent and because programs delivered through schools are able to reach children in poor, marginalized communities wherever enrollment rates are high.There is increasing evidence from efficacy trials of individual interventions that iron supplementation and deworming can both improve children's cog...
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Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In... more
Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In the current study, we conducted focus groups and individual interviews with teachers, parents and students in 4 randomly selected rural primary schools from Mtwara region in Tanzania, 3 of which had recently begun participation in a pre-primary education program. The aim was to understand the social and emotional competencies in early childhood that participants viewed as important for school and for life in general. Compared to existing frameworks of social and emotional competencies, participants placed more emphasis on aspects of social responsibility, for example respect, obedience and being an attentive listener. Individual competencies such as curiosity, self-direction and self-belief were valued more by teachers than parents and seen as most im...
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I investigate whether a school-based deworming intervention in Kenya had long-term effects on young children in the region. I exploit positive externalities from the program to estimate impacts on younger children who were not directly... more
I investigate whether a school-based deworming intervention in Kenya had long-term effects on young children in the region. I exploit positive externalities from the program to estimate impacts on younger children who were not directly treated. Ten years after the intervention, I find large cognitive effects-comparable to between 0.5 and 0.8 years of schooling-for children who were less than one year old when their communities received mass deworming treatment. Because treatment was administered through schools, I also estimate effects among children whose older siblings received the treatment directly; in this subpopulation, effects are nearly twice as large. (JEL: I10, O12, O15) 2
Research Interests: Developmental Psychology, Epidemiology, Intelligence, Leadership, Cognitive development, and 15 moreCognition, Child Development, Migration, Human Development, Attention, Medicine, Applied Economics, Information Processing, Memory, Biological Sciences, Intervention, Hygiene, Cognitive Performance, Interventions, and Helminths
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Abstract. A sample of Swahili-speaking probands with reading difficulties was identified from a large representative sample of 1,500 school children in the rural areas of Tanzania. Families of these probands (n = 88) were invited to... more
Abstract. A sample of Swahili-speaking probands with reading difficulties was identified from a large representative sample of 1,500 school children in the rural areas of Tanzania. Families of these probands (n = 88) were invited to participate in the study. The proband and his/her siblings received a battery of reading-related tasks and performance on these tasks was recorded and treated as phenotypic data. Moleculargenetic analyses were carried out with 47 highly polymorphic markers spanning three previously identified regions of interest harboring susceptibility loci for reading difficulties: 2p, 6p, and 15q (DYX1–DYX3). The analyses revealed the involvement of these regions in the development of reading difficulties in Swahili. The linkage signals are especially pronounced for time (compared with error) indicators of reading difficulties. These findings are easily interpretable because in transparent languages such as Swahili deficits in reading are more related to the rate/spee...
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Objective: To report on the haemoglobin concentrations and prevalence of anaemia in schoolchildren in eight countries in Africa and Asia. Design: Blood samples were collected during surveys of the health of schoolchildren as a part of... more
Objective: To report on the haemoglobin concentrations and prevalence of anaemia in schoolchildren in eight countries in Africa and Asia. Design: Blood samples were collected during surveys of the health of schoolchildren as a part of programmes to develop school-based health services. Setting: Rural schools in Ghana, Indonesia, Kenya, Malawi, Mali, Mozambique, Tanzania and Vietnam.
This paper addresses the most common nutrition and health problems in turn assessing the extent of the problem; the impact of the condition on overall development and what programmatic responses can be taken to remedy the problem through... more
This paper addresses the most common nutrition and health problems in turn assessing the extent of the problem; the impact of the condition on overall development and what programmatic responses can be taken to remedy the problem through the school sys- tern. The paper also acknowledges that an estimated 113m children of school-age are not in school the majority of these children living in Sub-Saharan Africa and South-East Asia. Poor health and nutrition that differentially affects this population is also discussed. (excerpt)
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The World Bank seeks to develop a standardized approach to assessing educational outcomes and processes in order to generate comparable data across countries conducting impact evaluations of innovative policy and program interventions at... more
The World Bank seeks to develop a standardized approach to assessing educational outcomes and processes in order to generate comparable data across countries conducting impact evaluations of innovative policy and program interventions at the primary school level. Initially, two assessment tools will be developed. The first is a test of Grade 2 reading ability. The second is a protocol for the observation of classroom behavior and activities. The design of assessment tools will ensure reasonable robustness to cultural and national differences in the target measures. For the reading test, different skills are requiring for competence in different languages, and curricula vary in the demands placed on pupils. Thus reading tests will focus on commonalities across languages and across curricula. Classroom behavior also varies with context due to differences in planned classroom activities and to cultural differences in behavior of teachers and their pupils. The observation schedule will ...
Research Interests: Languages, Developmental Psychology, Literature, Educational Psychology, Educational Research, and 15 moreComplexity, Meaning, Comparative Study, Learning Disabilities, Learning, Curriculum, Academic achievement, Education Systems, Education System, Curricula, Education Statistics, Interventions, Addition, Indexes, and Educators
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Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In... more
Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In the current study, we conducted focus groups and individual interviews with teachers, parents and students in 4 randomly selected rural primary schools from Mtwara region in Tanzania, 3 of which had recently begun participation in a pre-primary education program. The aim was to understand the social and emotional competencies in early childhood that participants viewed as important for school and for life in general. Compared to existing frameworks of social and emotional competencies, participants placed more emphasis on aspects of social responsibility, for example respect, obedience and being an attentive listener. Individual competencies such as curiosity, self-direction and self-belief were valued more by teachers than parents and seen as most im...
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Study questionnaire and other resources associated with a project titled "Impact of malaria control and enhanced literacy instruction on educational outcomes among Kenyan school children: a multi-sectoral, prospective, randomised... more
Study questionnaire and other resources associated with a project titled "Impact of malaria control and enhanced literacy instruction on educational outcomes among Kenyan school children: a multi-sectoral, prospective, randomised evaluation".