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The Airbel Impact Lab at the International Rescue Committee and Imagine Worldwide are excited to announce a groundbreaking new partnership to fill a huge gap in learning for children globally. More than 600 million children in developing countries fall short of proficiency in literacy or numeracy. Sixty-one million primary-aged children are out of school globally, one-third … Continue reading We’re excited to announce a groundbreaking partnership with the International Rescue Committee!
Author: Priyanka Kumar, The Edge Editorial Team Courtesy of Central Square Foundation Even as countries are starting to recognize the importance of foundational learning, implementing programs that are successful and scalable is another challenge. Having spent a better part of the last 30 years working on research, data analysis and policy reform to help countries … Continue reading “For the classrooms, we need ‘little EGRAs’ that can be used as a mastery checklist”: An interview with Luis Crouch (Part 1)
Authors: Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. In a pupil-level randomized control trial we evaluated the effectiveness of a new math app intervention to support young children’s early math development. The results showed children using the math apps either as a supplementary intervention or instead of a small group teacher-led … Continue reading Raising Early Achievement in Math with Interactive Apps: A Randomized Control Trial
Author: Pitchford, N.J. Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development … Continue reading Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi
Authors: Laura A. Outhwaite, Anthea Gulliford, Nicola J. Pitchford The efficacy of a hand-held tablet technology intervention with learner-centred interactive software aimed at supporting the development of early maths skills was evaluated in four studies conducted in three UK primary schools. Immediate and sustained gains in mathematics were determined by comparing maths performance before, immediately … Continue reading Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children
Authors: Nicola J. Pitchford, Elizabeth Kamchedzera, Paula J. Hubber and Antonie L. Chigeda Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels … Continue reading Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities
