Teachers on the Move: Evidence From a Large-Scale Learning Intervention During Lockdown

References

• Andrew, A., & Salisbury, A. (2023). The educational experiences of Indian children during COVID-19. Economics of Education Review, 97, 102478. doi:10.1016/j.econedurev.2023.102478
   Web of Science ®Google Scholar
• Angrist, N., Barros, A. D., Bhula, R., Chakera, S., Cummiskey, C., DeStefano, J., Floretta, J., Kaffenberger, M., Piper, B., & Stern, J. (2021). Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery. International Journal of Educational Development, 84, 102397. doi:10.1016/j.ijedudev.2021.102397
   Web of Science ®Google Scholar
• Angrist, N., Bergman, P., & Matsheng, M. (2022). Experimental evidence on learning using low-tech when school is out. Nature Human Behaviour, 6(7), 941–950. doi:10.1038/s41562-022-01381-z
   PubMed Web of Science ®Google Scholar
• Bakhla, N., Drèze, J., Paikra, V., & Khera, R. (2021). Locked out: Emergency report on school education. India: School Survey.
   Google Scholar
• Brandt, W. C. (2020). Measuring student success skills: A review of the literature on self-directed learning. Dover, USA: Center for Assessment.
   Google Scholar
• Brussoni, M., Ishikawa, S., Brunelle, T., and., & Herrington, S. (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres. Journal of Environmental Psychology, 54, 139– 150. doi:10.1016/j.jenvp.2017.11.001
   Web of Science ®Google Scholar
• Crawfurd, L., Evans, D. K., Hares, S., & Sandefur, J. (2022). Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone. Journal of Development Economics, 164, 103114. doi:10.1016/j.jdeveco.2023.103114
   Web of Science ®Google Scholar
• Eble, A., Frost, C., Camara, A., Bouy, B., Bah, M., Sivaraman, M., Hsieh, P.-T. J., Jayanty, C., Brady, T., Gawron, P., Vansteelandt, S., Boone, P., & Elbourne, D. (2021). How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia. Journal of Development Economics, 148, 102539. doi:10.1016/j.jdeveco.2020.102539
   Web of Science ®Google Scholar
• Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), 1–7. doi:10.1073/pnas.2022376118
   PubMed Web of Science ®Google Scholar
• Government of India. (2020). National Education Policy 2020. New Delhi, India: Ministry of Human Resource Development.
   Google Scholar
• Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2021). COVID-19 and educational inequality: How school closures affect low- and high-achieving students. European Economic Review, 140, 103920. doi:10.1016/j.euroecorev.2021.103920
   PubMed Web of Science ®Google Scholar
• Hassan, H., Islam, A., Siddique, A., & Wang, L. C. (2021, April). Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh. Munich Papers in Political Economy, 1–21.
   Google Scholar
• Khan, M. J., & Ahmed, J. (2021). Child education in the time of pandemic: Learning loss and dropout. Children and Youth Services Review, 127, 106065. doi:10.1016/j.childyouth.2021.106065
   PubMed Web of Science ®Google Scholar
• Kremer, M., Brannen, C., & Glennerster, R. (2013). The challenge of education and learning in the developing world. Science (New York, NY), 340(6130), 297–300. doi:10.1126/science.1235350
   Google Scholar
• Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. doi:10.3102/0013189X20965918
   Web of Science ®Google Scholar
• Laitin, D. D., Ramachandran, R., & Walter, S. L. (2019). The legacy of colonial language policies and their impact on student learning: Evidence from an experimental program in Cameroon. Economic Development and Cultural Change, 68(1), 239–272. doi:10.1086/700617
   Web of Science ®Google Scholar
• Lee, R. L. T., Lane, S. J., Tang, A. C. Y., Leung, C., Kwok, S. W. H., Louie, L. H. T., Browne, G., & Chan, S. W. C. (2020). Effects of an unstructured free play and mindfulness intervention on wellbeing in kindergarten students. International Journal of Environmental Research and Public Health, 17, 139–150.
   Web of Science ®Google Scholar
• Maldonado, J. E., & Witte, K. D. (2022). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. doi:10.1002/berj.3754
   Web of Science ®Google Scholar
• Radhakrishnan, K., Sabarwal, S., Sharma, U., Cullen, C., Crossley, C., Letsomo, T., & Angrist, N. (2021, July). Remote learning: Evidence from Nepal during COVID-19. World Bank Policy Brief, 1–8.
   Google Scholar
• Schueler, B. E., & Rodriguez-Segura, D. (2021). A cautionary tale of tutoring hard-to-reach students in Kenya. Journal of Research on Educational Effectiveness, 16(3), 442–472. doi:10.1080/19345747.2022.2131661
   Web of Science ®Google Scholar
• The Economist. (2021, September 18). India’s pupils have been hard hit by extended school closures. The Economist. https://www.economist.com/asia/2021/09/18/indias-pupils-have-been-hard-hit-by-extended-school-closures?utm_medium=cpc.adword.pd&utm_source=google&ppccampaignID=18156330227&ppcadID=&utm_campaign=a.22brand_pmax&utm_content=conversion.direct-response.anonymous&gclid=Cj0KCQjwsrWZBhC4ARIsAGGUJuqXrB-4LDYiH3k9xVn_-MKegibQn-MkyWfw5rOagFVmqV1VfENqgzUaAu93EALw_wcB&gclsrc=aw.ds
   Google Scholar
• UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris, France: UNESCO.
   Google Scholar