PD-assigned teachers reported using significantly more research-based literacy pedagogical practices than control teachers¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Teachers in PD sectors reported using significantly more research-based literacy pedagogical practices than teachers in control sectors. → Angela Johnson 2019
Evidence¶
Angela Johnson 2019¶
Angela Johnson, Catherine Galloway, Elliot Friedlander, Claude Goldenberg. (2019). Advancing educational quality in Rwanda: Improving teachers' literacy pedagogy and print environments. International Journal of Educational Research 98, 134-145. https://www.sciencedirect.com/journal/international-journal-of-educational-research doi:10.1016/j.ijer.2019.08.016
q3 · i? · causal · r?
Self-report measure from the same randomized controlled trial in rural Rwanda: PD-sector teachers "reported using significantly more research-based literacy pedagogical practices" than control teachers. This is a self-reported outcome; no effect size is printed in the available text.
"they reported using significantly more research-based literacy pedagogical practices"
Discussion¶
Related Claims¶
- Classroom observations suggested increases in desired pedagogical practices after PD, but differences were not statistically significant — related
- Teacher PD in rural Rwanda raised teachers' early literacy pedagogical content knowledge relative to control sectors — related
- The PD program had a large and significant impact on classroom print environments in rural Rwanda — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
rwanda-literacy-boost-reported-practices |
title |
PD-assigned teachers reported using significantly more research-based literacy pedagogical practices than control teachers |
description |
PD-assigned teachers reported using significantly more research-based literacy pedagogical practices than control teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — angela-johnson-2019 |
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