Gotowe bibliografie tematyczne / Early learning policy

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Early learning policy”

Autor: Grafiati
Data publikacji: 2 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Early learning policy"

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Frank, Richard G., Mahnum Shahzad, Aaron S. Kesselheim, and William Feldman. "Biosimilar competition: Early learning." Health Economics 31, no. 4 (2022): 647–63. http://dx.doi.org/10.1002/hec.4471.

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Cowley, Sue. "Labour early years policy." Early Years Educator 23, no. 18 (2023): 14–16. http://dx.doi.org/10.12968/eyed.2023.23.18.14.

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The Labour Party has recently made a series of announcements about its plans for the early years sector, which will be considered for inclusion in its next General Election manifesto. Sue Cowley looks at recent Labour policy announcements, including a report from the Council of Skills’ Advisors, which made recommendations about skills and learning under a future Labour government.
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Enever, Janet. "Current Policy Issues in Early Foreign Language Learning." Center for Educational Policy Studies Journal 2, no. 3 (2012): 9–26. http://dx.doi.org/10.26529/cepsj.345.

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The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically. This paper offers an introductory discussion of the growth of education policy in Europe,identifying the extent to which the histories of national language policies are being re-shaped by the rise of numerical data and comparison within a newly-formed European education space. A summary review of key measures of particular r
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Hazizah, Nur. "Parents' Understanding of Early Childhood Learning Principles During Learning from Home Policy." Jurnal Pedagogi dan Pembelajaran 5, no. 1 (2022): 85–91. http://dx.doi.org/10.23887/jp2.v5i1.41907.

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The Covid-19 pandemic has impacted the issuance of a study on home policy. This study aims to analyze parents' understanding of the principles of early childhood learning during the policy of learning from home. This research method uses quantitative methods with a survey approach. The research sample used 100 student guardians. The methods used to collect data are observation and questionnaires. The instrument used in collecting data is a questionnaire. The data analysis technique used is descriptive qualitative and quantitative analysis. The survey results show that 45% of parents know that
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Johnstone, Richard. "Evidence-based policy: early modern language learning at primary." Language Learning Journal 28, no. 1 (2003): 14–21. http://dx.doi.org/10.1080/09571730385200161.

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Wohlwend, Karen E. "Research & Policy." Language Arts 95, no. 3 (2018): 162–70. http://dx.doi.org/10.58680/la201829452.

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Kirwan, Déirdre. "Multilingual environments: benefits for early language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 38–57. http://dx.doi.org/10.35903/teanga.v10i0.69.

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Since the mid-1990s, Scoil Bhríde (Cailíní), a primary school in the suburbs of Dublin, has experienced an unprecedented increase in the level of linguistic and cultural diversity in its pupil body. This paper explains how, in responding to this new phenomenon, an integrated approach to language learning was developed in the school in cooperation with teachers, pupils and parents. The school’s language policy had two overarching goals: 
 
 To ensure that all pupils become proficient in the language of schooling
 To exploit the linguistic diversity of the school for the benefit o
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Pratiwi, Dewa Ayu Anom. "Policy Study Early Childhood Education to Elementary School Transition." International Journal of Multidisciplinary Sciences 2, no. 2 (2024): 122–32. http://dx.doi.org/10.37329/ijms.v2i2.2314.

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There has been a wide gap between the approach to education in kindergarten/early childhood education and elementary school. It has contributed to the suboptimal children's learning process when they are in elementary school. This research aimed to provide an understanding and steps to be taken to eliminate the gap between educational approaches in early childhood education and elementary school. Researchers chose literature review as the research method, which went through the stages of designing, conducting, analyzing, and writing the reviews. The research showed that the fundamental thing a
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Newman, Linda, and Loveth Obed. "The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning." South African Journal of Childhood Education 5, no. 1 (2015): 17. http://dx.doi.org/10.4102/sajce.v5i1.353.

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Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should
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Brown, Christopher P. "Unpacking Standards in Early Childhood Education." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (2007): 635–68. http://dx.doi.org/10.1177/016146810710900310.

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Background/Content Policy-makers at the federal and state levels have increased their efforts to implement standards-based accountability reform in early childhood education (ECE) to improve the academic readiness of children for elementary school. As these policies have taken on more prominence within ECE reform, national organizations such as the National Association for the Education of Young Children and the National Association of Early Childhood Specialist in State Departments of Education and the National Institute for Early Education Research have produced guidelines and suggestions fo
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Rozprawy doktorskie na temat "Early learning policy"

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Spears, Lachlan T. "Early career teachers’ experiences with assessment for learning in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2608.

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International research suggests that when teachers enact Assessment for Learning (AfL) they can greatly improve student outcomes. In Australia, the Australian Institute for Teaching and School Leadership’s Professional Standards for Teachers mandates that teachers regularly engage with assessment, reporting and ongoing professional learning (PL). However, little is known about the perspectives and practices of early career teachers (ECTs) who are challenged to enact AfL and develop assessment literacy (AL) in complex policy and school contexts within Western Australia (WA). In this study, ECTs
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Facaros, Parra Michelle. "Teachers' Perceptions of How California's Transitional Kindergarten Program Under Senate Bill 1381 Prepares Students for Improved Learning Outcomes in Kindergarten." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286003.

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<p> Transitional kindergarten (TK) is the 1st year of a 2-year kindergarten program. It follows the requirements of California Senate Bill 1381 in providing a modified kindergarten curriculum that is both age and developmentally appropriate. The Kindergarten Readiness Act of 2010 changed the required entry age for admittance to kindergarten and first grade and developed a TK program to implement throughout districts. The criterion to enter a TK program is that students must turn 5 between the months of September 2 and December 2. The TK program is designed to place emphasis on developing cogni
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Wolfe, Amy D. "West Virginia's Universal Preschool Program: The Relationship between Child Characteristics and Early Learning Scale (ELS) Growth." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399626124.

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Arikan, Arzu. "An interpretivist approach to understanding technology policy in education sociocultural differences between official tales of technology and local practices of early childhood educators /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124288635.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 296 p.; also includes graphics (some col.). Includes bibliographical references (p. 266-287). Available online via OhioLINK's ETD Center
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Vallabh, Priya. "How policy discourses and contextual realities influence environmental teaching and learning processes in early childhood development: a case study of the Raglan Road child care centre." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003441.

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This case study considers the relationship between context, school policy and environmental teaching and learning processes at a community-based early childhood development centre in South Africa. The study recognises that educational practices in the early childhood development field are shaped by historical, cultural, economic and political realities at both local and national levels. It is from the understanding that each school is a unique composition of these shaping factors that the research was designed to consider the community-based school participating in this study. By compiling a c
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Mcelhinney, Norah. "Teacher educator commitment to early Modern Foreign Language (MFL) teaching and learning in the education systems of England, France and Scotland." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0367/document.

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Cette thèse examine comment se manifeste l’engagement des formateurs d’enseignants en langues vivantes étrangères (LVE) qui interviennent dans la formation initiale des enseignants du primaire au regard des défis et des obstacles que ces derniers rencontrent. L’étude qualitative est située dans trois systèmes éducatifs différents de l’Union européenne : l’Angleterre, la France et l’Écosse. L’alignement idéologique des décideurs politiques européens avec l’agenda néolibéral remet explicitement en question l’engagement, les standards professionnels et les valeurs communes à la profession de form
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Coimbra, Bruno Alexandre Miranda. "A implementação de políticas públicas na prevenção e combate ao abandono escolar." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4612.

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Dissertação de Mestrado em Administração Pública na Especialização em Administração da Educação<br>Em Janeiro de dois mil e onze a comissão europeia propôs, através de uma proposta de recomendação aos estados europeus, que os estados adoptassem políticas de prevenção de um fenómeno que apesar de ter vindo a diminuir ainda apresenta, em alguns países como Portugal e Malta, valores muito elevados. Os governos sucessivos têm vindo a promover programas nacionais de combate ao abandono escolar mas segundo Grilo (2010) os programas acima citados deveriam ser elaborados mais ao nível local e em funçã
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Vuksanovich, Monica Lee. "The FLES teacher's voice: a case study examining the impact of the No Child Left Behind Act on elementary school foreign language teachers." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/270.

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This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared thei
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Schiavone, Vincent J. Schiavone. "The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191.

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Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.

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The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However
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Książki na temat "Early learning policy"

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Zein, Subhan, and Maria R. Coady, eds. Early Language Learning Policy in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3.

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Raban-Bisby, Bridie. The early years learning framework in practice: A handbook for educators and families. 2nd ed. Teaching Solutions, 2012.

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Child Care Coordinating Committee (Wash.), ed. Bridging the gap: Connecting child care and early learning, school & afterschool and increasing public investment in the formative years. Child Care Coordinating Committee, 2003.

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Washington (State). Office of Financial Management. and Washington (State) Legislature, eds. Child care and early learning organizational study as requested by the Washington State Legislature. The Office, 2000.

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Education, Alberta Alberta. Education program continuity: A policy statement on the articulation of children's learning experiences : early childhood services through grade six. Alberta Education, 1988.

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author, Rabbani Golam, Mallick Dwijen author, Haider Natasha author, Bangladesh Centre for Advanced Studies, and International Institute for Environment and Development, eds. Community based adaptation: Early learnings from CBA conferences : CBA1 (2005) to CBA6 (2012) : approaches, practices, challenges, way forward. Bangladesh Centre for Advanced Studies, 2012.

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Driscoll, Patricia, and Janet Enever. Policy and Practice in Early Language Learning. Benjamins Publishing Company, John, 2020.

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Zein, Subhan, and Maria R. Coady. Early Language Learning Policy in the 21st Century: An International Perspective. Springer International Publishing AG, 2021.

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Zein, Subhan, and Maria R. Coady. Early Language Learning Policy in the 21st Century: An International Perspective. Springer International Publishing AG, 2022.

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(Editor), Edgar Klugman, and Sara Smilansky (Editor), eds. Children's Play and Learning: Perspectives and Policy Implications (Early Childhood Education Series). Teachers College Pr, 1990.

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Części książek na temat "Early learning policy"

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Tomlinson, Pat. "Education and care for early learning and development." In Early Years Policy and Practice. Routledge, 2025. https://doi.org/10.4324/9781041055198-6.

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Cao, Alexander, Jean Utke, and Diego Klabjan. "A Policy for Early Sequence Classification." In Artificial Neural Networks and Machine Learning – ICANN 2023. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44207-0_5.

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Lo Bianco, Joseph. "Language Policy for Starting Early, Reflections and Considerations." In Early Language Learning Policy in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3_14.

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Chitty, Clyde. "Early Years and Childcare Strategies, and the Concept of Lifelong Learning." In Education Policy in Britain. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32038-4_10.

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Aubrey, Carol, and Dӧndϋ Durmaz. "The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England." In Early Mathematics Learning and Development. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-215-9_9.

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Wang, Qiang. "12. Primary English in China: Policy, curriculum and implementation." In The Age Factor and Early Language Learning. Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.277.

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Cooke, Louise, and Averill Piers-Blundell. "Embedding Evidence-Based Practice into a Remote Indigenous Early Learning and Parenting Program: A Systematic Approach." In Language Policy. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8629-9_11.

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Butler, Yuko Goto. "Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan." In Early Language Learning Policy in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3_2.

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Romano, Evelia, Yu Hwa Wu, and Helena Liu. "Early Mandarin Learning in South America: Present and Future Directions." In Early Language Learning Policy in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3_12.

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Hamid, M. Obaidul, and Md Maksud Ali. "Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives." In Early Language Learning Policy in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3_6.

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Streszczenia konferencji na temat "Early learning policy"

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Mohtasib, Abdalkarim, Gerhard Neumann, and Heriberto Cuayahuitl. "Robot Policy Learning from Demonstration Using Advantage Weighting and Early Termination." In 2022 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2022. http://dx.doi.org/10.1109/iros47612.2022.9981056.

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Maisyaroh, Juharyanto, Ibrahim Bafadal, et al. "Implementation of Principal Instructional Leadership in Facilitating Learning Independency Policy on 4.0 Industrial Era Orientation in Indonesia." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.037.

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Lee, Keuntaek, Kamil Saigol, and Evangelos A. Theodorou. "Early Failure Detection of Deep End-to-End Control Policy by Reinforcement Learning." In 2019 International Conference on Robotics and Automation (ICRA). IEEE, 2019. http://dx.doi.org/10.1109/icra.2019.8794189.

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Deng, Yue, Zirui Wang, and Yin Zhang. "Improving Multi-agent Reinforcement Learning with Stable Prefix Policy." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/6.

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In multi-agent reinforcement learning (MARL), the epsilon-greedy method plays an important role in balancing exploration and exploitation during the decision-making process in value-based algorithms. However, the epsilon-greedy exploration process will introduce conservativeness when calculating the expected state value when the agents are more in need of exploitation during the approximate policy convergence, which may result in a suboptimal policy convergence. Besides, eliminating the epsilon-greedy algorithm leaves no exploration and may lead to unacceptable local optimal policies. To addre
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Cheng, Ching-Ching, and Shan-Shan Cheng. "IMPLEMENTING A NATIONAL DATABASE ON YOUNG CHILDREN'S LEARNING: A PRELIMINARY ANALYSIS OF A LONGITUDINAL STUDY TO EVALUATE THE QUALITY OF PRESCHOOLS." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.58.

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In recent years, many policies have been formulated and strongly promoted to improve the quality of early childhood education. In 2012, the Taiwanese government enacted a new national curriculum framework for early childhood education to enhance the quality of early childhood education programs. This new framework is key competence-oriented, meaning preschool educators must focus on children's learning and inquiry processes when designing the curriculum. A series of projects collecting information on the quality of the learning environment and learning outcomes of children aged 2 to 9, called
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Winnips, Koos, Jan Riezebos, and Miriam Ossevoort. "A platform for the influencers: spreading educational innovations via a professional learning network." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9222.

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To further the spread of educational innovation and the sharing of good teaching practices our faculty decided to set up a professional learning network (PLN). With the PLN the aim is to reach an early majority of lecturers by asking influential lecturers to share their practical experiences.Via the PLN meetings for lecturers are organized, web-based resources are made available and educational support is provided. In meetings lecturers present good practices for their colleagues. The topics of the meetings connect to faculty policy (such as: technology enhanced learning, inclusion of internat
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Bo Stjerne, Jo, and Rachel Parker. "Does play belong in the primary school classroom?" In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-3.

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Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. If we want to build an education system preparing children for lifelong learning, we can use these strategies and achieve a balance of academic growth, holistic skills and a joy of learning. This presentation addresses the disconnect between policy, research, and practice, by summarising 5 key findings from international studies and 4 challenges to connect policy and practice. The evidence that play supports learning is considerable, a
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Ibrahim, Marzia, and Anusha Sharma. "The National Coalition on the Education Emergency - Building Macro-Resilience in Response to the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7438.

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The pandemic has caused the near collapse of the already weak Indian public education system. Prolonged school closures along with caste, gender, and economic marginalisation are forcing children to endure malnutrition, physical and mental health challenges, child labour, and early marriages, in addition to learning deprivation. The system’s response has not reached the grassroots. NGOs across the country provide services at the ground level, but national-level coordination is insufficient. This paper studies the National Coalition on the Education Emergency (NCEE), established by individuals
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Rektina, Andra. "Enhancing Latvia’s Early Childhood Preventive System through a Comparative Analysis with Italy." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.09.

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This study presents an ongoing comparative analysis of Italy’s inclusive education system, including its early childhood preventive system. Italy is considered among the key countries in Europe for developed inclusive education and intervention systems due to its strong commitment to inclusive services and its demonstrated success in providing high-quality support and intervention to young children with development difficulties. The results of this study will provide valuable insights into the structure, policies and practices of the Italian inclusive education system and – briefly – into the
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Katulkar, Manisha, and Dr Sushma Jain. "AWARENESS OF BREAST CANCER IN THE BHOPAL REGION: A RESEARCH STUDY." In Transforming Knowledge: A Multi-disciplinary Research on Integrative Learning Across Disciplines. BSSS Publication, 2025. https://doi.org/10.51767/ic250514.

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Breast cancer is a leading health concern among women worldwide, with increasing incidence in India due to urbanization, lifestyle changes, and limited awareness. This study assesses the level of breast cancer awareness among women in the Bhopal region, identifying key barriers to early detection and healthcare access. A mixed-methods approach was employed, incorporating structured surveys and focus group discussions among 600 participants. The findings reveal a significant lack of knowledge regarding symptoms, risk factors, and screening practices, particularly in semi-urban and rural areas.
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Raporty organizacyjne na temat "Early learning policy"

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Plasencia, Sara, and Hanna Melnick. Strategies to Foster Integration in Early Childhood Education. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/639.507.

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Emerging evidence indicates that the benefit of school- and classroom-level diversity in early childhood education may be as significant as in K–12. This report explores five policy strategies that foster socioeconomic, racial, and ethnic integration in early learning and five city or district examples of implementation.
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Bautista, Maria Cynthia Rose, and Mark Vincent Aranas. The Learning Crisis in Philippine Education: An Overview. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.17.

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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note provides an overview of the major issues confronting the Philippine education system. Looking at the poor learner outcomes and their contributing factors, the authors raise the urgency of addressing challenges in early childhood education, basic education, technical and vocational education, and higher education. More importantly, the authors recommend tackling financial, organization, technical, human resource, and poverty- and inequality-related constraints to learning to ensure that
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is esp
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These
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Freed, Danielle. K4D’s Tax and Gender Learning Journey Boosting Social Reform in Pakistan. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.163.

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As a means to reduce discrimination and promote the economic empowerment of women, there is a growing understanding that tax policy, tax administration and tax research need to be gender transformative. Recognising this need, the Foreign, Commonwealth and Development Office (FCDO) is reshaping and building its approach to tax and gender programming. K4D’s Tax and Gender Learning Journey brought together tax and gender teams to identify other tax and gender stakeholders and collaboratively craft a future approach to tax and gender for FCDO and partners. Initial exploration of the early impact f
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Medhurst, Marijne, Maya Conway, and Kathryn Richardson. Remote learning for students with a disability: Game changer or moment in time? Literature Review. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-683-3.

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This literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, thi
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Cai, Manlin, Donna Lero, and Sylvia Fuller. Policy Brief: Care/Work Policies for Managing Routine and Unpredictable Caregiving. The Vanier Institute of the Family, 2025. https://doi.org/10.61959/esnt2797e.

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ABSTRACT Employed parents of young children must manage a variety of routine day-to-day caregiving responsibilities. These can be predictable, such as school or child care pickups, or unpredictable, such as caring for a sick child or coping with child care disruptions. Care/work policies, including flexible work arrangements, family responsibility leave, and sick leave, can play a critical role in enabling parents and other caregivers to meet these demands. This policy brief reviews the current regulations for key employment rights in relation to routine caregiving responsibilities under the C
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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.
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Namen, Olga, Emma Näslund-Hadley, and María Loreto Biehl. Improving Early Childhood Development Outcomes in Times of COVID-19: Experimental Evidence on Parental Networks and SMS Messages. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003913.

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This paper presents novel evidence of an intervention to foster preschool students cognitive skills during COVID-19 pandemic. We conducted a policy experiment that provided preschool student parents with a SMS text message program to support student learning at home. Taking advantage of existing parent networks, we study the direct effect of being selected to receive the SMS text messages, and the spillovers of being part of a parent network. We show that after 15 weeks of intervention, SMS text messages increase student cognitive skills by 0.11 to 0.12 standard deviations. The effect is drive
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