Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Impact Evaluations

By Katharine M. Conn. 2017

157 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3cd7d2dd61f8bbe2f8b4c719f898ac19016fe30d

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Citations in the corpus

What Works to Improve the Quality of Student Learning in Developing Countries (2015, background): “…et al., 2012); (ii) supply-side and demand-side factors in school attendance and learning (Krishnaratne et al., 2013); (iii) school-based interventions looking exclusively at the evidence from randomised control trials (McEwan, 2014) and (iv) studies with a specific regional focus (Conn, 2014).”
Socioeconomic Status and Academic Outcomes in Developing Countries: A Meta-Analysis (2019, background): “Up to date, the majority of meta-analyses in education including developing countries have been focused on program effectiveness and examined attainment outcomes (Conn, 2017; García & Saavedra, 2017; Krishnaratne, White, & Carpenter, 2013; McEwan, 2015; Petrosino, Morgan, Fronius, Tanner-Smith, & Bo”
Education in Africa: What Are We Learning? (2020, background): “Earlier reviews showed promising evidence on pedagogical interventions (Conn, 2017), but that is not to say that most teacher professional development programs are effective.”
What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls (2019, methodology): “In this paper, we used Cohen’s d to standardize effect sizes, following McEwan (2015) and Conn (2017).”
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 (2021, background): “Their review complemented a series of additional evidence reviews (Conn, 2017; Evans and Mendez Acosta, 2020; Evans and Popova, 2016; Friedman et al., 2016; Ganimian and Murnane, 2016; Glewwe and Muralidharan, 2016; Kremer et al., 2013; Snilstveit et al., 2015).”