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General versus Girl-Targeted Interventions: A False Dichotomy? A…
https://www.educ.cam.ac.uk/centres/real/downloads/Policy%20papers/REAL%20Girl-targeted_interventions_Response%20to%20Evans%20&%20Yuan.pdf16 Sep 2021: American Economic Journal:. Applied Economics, 5(3), 41-62. Kremer, M., Miguel, E., & Thornton, R. ... American Economic Journal: Applied Economics, 3(1), 91-100. Parkes, J., Heslop, J., Ross, F. -
February 2020 Accountability from the grassroots: Children’s…
https://www.educ.cam.ac.uk/centres/real/publications/Accountability%20from%20the%20Grassroots%20Children%E2%80%99s%20foundational%20reading%20and%20arithmetic%20in%20Sitapur%20District%20Uttar%20Pradesh.pdf16 Sep 2021: consistently shown that the gap between children’s abilities and curriculum expectations emerges. ... rural Sitapur, as in much of the country, begin to fall behind curriculum expectations in their very first. -
April 2021 Using teacher assessments to understand teacher…
https://www.educ.cam.ac.uk/centres/real/publications/Using%20teacher%20assessments%20to%20understand%20teacher%20pedagogical%20knowledge%20of%20mathematics%20in%20Rwanda.pdf16 Sep 2021: The tool is aligned with the mathematics curriculum in Rwandan secondary education, and reflects topic areas covered in 2018 Learning Achievements in Rwandan Schools assessment (LARS III) carried out by the ... Journal of Economic Perspectives, 31(4), -
Understanding Complementary Basic Education in Ghana: Investigation…
https://www.educ.cam.ac.uk/centres/real/downloads/Policy%20papers/CBE%20-%20Final%20Impact%20Evaluation%20-%20REAL%20RP_V2.pdf16 Sep 2021: Understanding Complementary Basic Education in Ghana: Investigation of the experiences and achievements of children after transitioning into public schools. Repo. rt. November 2018. Authors: Akyeampong, K., Carter, E., Higgins, S., Rose, P., Sabates, -
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https://www.educ.cam.ac.uk/centres/real/downloads/Launch%20of%20the%20African%20Education%20Research%20Database%20(Rose%20Mitchell%20Asare%20150618).pdf16 Sep 2021: African Economic Research Consortium 2. UNICEF 2. Table shows funders of 2 studies. ... Thematic areas. 0%. 10%. 20%. 30%. 40%. 50%. 60%. Language &curriculum. -
Research and policy 20_8 Sabates Carter Stern V4_HR_RS_HR_RS2
https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf16 Sep 2021: The authors also highlighted there was a greater loss in learning when children return to school, perhaps because the curriculum had not adjusted to the level they were at when they -
School-based providers National Association of School-Based Teacher…
https://www.educ.cam.ac.uk/news/downloads/itt_review_download/17-09-21-itt-review-organisations-statement-collection_updated.pdf17 Sep 2021: London School of Economics and Political Science, University of Manchester, Newcastle University, University of Nottingham, University of Oxford, Queen Mary University of London, University of Sheffield, University of Southampton, University College -
46 formatted Bill
https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p257_bill.pdf21 Sep 2021: As such, the early curriculum was geared towards that purpose. Later he would turn his attention to the knowledge gap surrounding the Corps’ peacetime duties. ... Whenever conflict for space within the curriculum arose, aspect focusing on civil works -
Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary23 Sep 2021: Traditionally the language of attainment gaps has focused on students’ underachievement or lack of attainment, whereas it should focus on the institutional culture, curriculum and pedagogy” (Degree Attainment Gaps, 2020).. ... UDL purposefully -
Frequently-Asked Questions | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/faqs23 Sep 2021: Can awarding gaps be fixed simply by diversifying the curriculum or changing assessment? ... inclusive curriculum design. inclusive assessment. inclusive teaching. inclusive learning environments. inclusive staff and student engagement.
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