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Causal evaluations in teacher education are rare. Underlying reasons include a lack of clearly defined treatments, a lack of research designs that can work in the context of teacher education programs, and a lack of resources for enacting these designs. This article provides a framework for how to fill these gaps. We first propose an approach to conceptualizing treatments and then describe two research designs suited to the needs of the field. Finally, we discuss resources key to advancing causal research in teacher education at scale. [ABSTRACT FROM AUTHOR]

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers' role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of playbased learning in schools. [ABSTRACT FROM AUTHOR]

Adolescent girls are more likely to experience early sexual debut than boys. However, the developmental context of their sexual behaviors is under-investigated. Using the socio-ecological model and Malawi Schooling and Adolescent Survey, we investigated factors crucial in determining the development of sexual behaviors of 416, 14-year-old girls in rural southern Malawi. We applied Bivariate Logistic Regression analysis to determine associations. Results showed that 353 (84.9%) experienced sexual intercourse, 60 (18.4%) had multiple sexual partners, and 32 (9.1%) used condoms or hormonal contraceptives. Participants' educational background, desire for higher education, reproductive health knowledge, and being monitored by teachers in school were positively associated with healthy sexual behaviors. Having a boyfriend, lack of schooling support, and being invited to teachers' homes were positively associated with risky sexual behaviors. Therefore, promoting adolescents' formal education, sexual health literacy, and safety in schools should be essential components of research and biobehavioral interventions targeting young adolescents in Malawi. [ABSTRACT FROM AUTHOR]

Infectious diseases have consistently served as pivotal influences on numerous civilizations, inducing morbidity, mortality, and consequently redirecting the course of history. Their impact extends far beyond the acute phase, characterized by the majority of symptom presentations, to a multitude of adverse events and sequelae that follow viral, parasitic, fungal, or bacterial infections. In this context, myriad sequelae related to various infectious diseases have been identified, spanning short to long-term durations. Although these sequelae are known to affect thousands of individuals individually, a comprehensive evaluation of all potential long-term effects of infectious diseases has yet to be undertaken. We present a comprehensive literature review delineating the primary sequelae attributable to major infectious diseases, categorized by systems, symptoms, and duration. This compilation serves as a crucial resource, illuminating the long-term ramifications of infectious diseases for healthcare professionals worldwide. Moreover, this review highlights the substantial burden that these sequelae impose on global health and economies, a facet often overshadowed by the predominant focus on the acute phase. Patients are frequently discharged following the resolution of the acute phase, with minimal long-term follow-up to comprehend and address potential sequelae. This emphasizes the pressing need for sustained vigilance, thorough patient monitoring, strategic health management, and rigorous research to understand and mitigate the lasting economic and health impacts of infectious diseases more fully. [ABSTRACT FROM AUTHOR]

Based on the theory of change, we gather, organize, and synthesize the evidence on the impact of three language of instruction (LOI) choices (teaching in mother tongue [MT] with later transition, teaching in a non‐MT language, or teaching in two or more languages at one time) on literacy and biliteracy outcomes. We focus on quantitative and qualitative studies of LOI interventions in low‐ and middle‐income countries (LMICs) and consider languages that are commonly spoken in the developing world. As such, we include studies that examine transfers from local languages to English, but not those evaluating transfers from local languages to languages that are less spoken in LMICs (e.g., Swedish). [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Good teachers are a major predictor of students’ success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared to improving teachers’ English language instruction by means of implementing early literacy software. The program was implemented in various modes (face-to-face, blended and online) with early primary teachers scattered throughout Kenya during the pandemic school closures and after reopening. Relying on the blended learning approach, a potentially effective technologydriven TPD offers multifaceted content, has adaptive and flexible design, and is ongoing until mastery of core concepts is achieved. Further, such solution develops motivational dispositions of teachers about teaching with early literacy software so that its perceived value and the likelihood of success are high, and the benefits outweigh the costs of implementation. The next step of this research is to learn about the specific outcomes of the blended TPD, including changes in literacy instruction and subsequent improvements in student literacy skills. [ABSTRACT FROM AUTHOR]

Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS. We compared the reliability and validity of this phone‐based assessment to an established in‐person assessment. A total of 685 5th grade children completed language (phonological awareness, vocabulary, language comprehension) and literacy (letter, word, pseudoword, passage reading, and comprehension) tasks in‐person and by phone. Reliability (internal consistency) and predictive validity were high across in‐person and phone‐based tasks. Children's performance across in‐person and phone‐based assessments was moderately to strongly correlated. Phonological awareness and vocabulary skills measured in‐person and by phone significantly predicted in‐person and phone‐based letter, word, and pseudoword reading. Oral language and decoding skills measured in‐person and by phone significantly predicted in‐person and phone‐based passage reading and comprehension. Our phone‐based assessment was a reliable and valid measure of language and reading and feasible for low‐resource settings. Low‐cost technologies offer significant potential to measure children's learning remotely, increasing the inclusion of remote and low‐resource populations in education research. Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS. [ABSTRACT FROM AUTHOR]

Purpose: Learning is a series of activities arranged by the teacher that involves both mental and physical processes through the interaction of students and teachers with the learning environment and learning resources as well as between students and students to achieve the specified competencies. One of them is numeracy learning in mathematics learning, which cannot be separated from the attention of educational researchers, practitioners, and experts. Numeration is a person's ability to reason, analyze, formulate, interpret, and solve problems. Ability in numeracy becomes very important for elementary school students to have. This study will look at problems related to numeracy in elementary school mathematics learning in Semarang district and Semarang city. The importance of this research is to find out the problem why numeracy in Semarang district is still low, of course aspects of why low numeracy can be seen in some existing management in schools. Methodology: In this qualitative-descriptive study which is used to analyze the phenomenon of problems related to low numeracy in elementary schools in Semarang district and Semarang City, whose purpose is to present a detailed description of the setting of the mathematics learning process which is intended to explore how the existing numerations in mathematics learning can be aligned to address a number of variables relating to the problem under study. Data analysis in qualitative research was carried out before entering the field, while in the field, and after finishing in the field. The steps of qualitative data analysis include data reduction, display and drawing conclusions. The research subjects were selected purposively, consisting of elementary school class teachers in Semarang. The instrument in this study was questionnaires, observations, and interviews with elementary school class teachers. Findings: The study›s results indicate that several aspects affect the implementation of numeracy in elementary school mathematics learning. Problems in learning mathematics related to numeracy include low teacher competence, lack of infrastructure that supports numeracy, incomplete teaching resources, and parental support in learning numeracy in elementary school mathematics learning. Significance: This research contributes to the knowledge of numeracy in learning mathematics. It is recommended for teachers to be able to apply numeration in learning mathematics in the classroom. [ABSTRACT FROM AUTHOR]

Purpose: Literacy precursors are cognitive, linguistic, and oral-language skills that predict future reading skills in children as young as 4 years. Speech-language pathologists and educators utilize these precursors as assessment tools to identify children at risk for reading difficulties. Most current tools are developed based on monolinguals (predominantly in English), despite the significant percentage of bilinguals globally. As such, bilingual children are typically assessed on tools developed for monolinguals in research and clinical settings. Despite this common practice, there is a lack of comprehensive synthesis on whether these precursors are a reliable indicator of reading skills in bilingual children. Our article examines whether literacy precursors commonly used with monolinguals are associated with reading development in simultaneous bilinguals. Method: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses and Cochrane guidelines, our review includes four databases (Linguistics and Language Behavior Abstracts, Educational Resources Information Center, Modern Language Association, and PsycINFO), in addition to gray-literature and manual reference-list searches. To control for age of acquisition and language dominance variability, we included typically developing simultaneous bilinguals exposed to both languages before age 3 years (N = 5,942). We analyzed reported statistical associations between code-related or oral-language precursors and reading outcome measures, using correlational meta-analyses. Results: The 41 reports, which met inclusion/exclusion criteria, were published between 1977 and 2022. The average age at assessment was 7;5 (years; months; range: 3;0-11;0), with children speaking over 21 bilingual language combinations. Our meta-analysis demonstrated significant within-language correlations and cross-language transfer effects for code-related (e.g., phonological awareness) and oral-language (e.g., vocabulary and morphological awareness) precursors. Semantic awareness, however, was not a reliable predictor in bilinguals. Conclusions: Phonological awareness and vocabulary measures--even if originally developed for monolingual children--can form a meaningful component of early literacy assessment in simultaneous bilingual children: These precursors may be used as assessment tools across heritage and societal languages in research and clinical practice. Future research suggestions within this domain are also discussed. Supplemental Material: https://doi.org/10.23641/asha.23880465 [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Covid-19 school closures generated interest in tutoring to make up for lost learning time. Tutoring is backed by rigorous research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone calls in Kenya when schools were closed. Schools (n = 105) were randomly assigned for 3rd, 5th and 6th graders (n = 8,319) to receive one of two versions of a 7-week weekly math intervention—5-minute accountability checks or 15-min mini-tutoring sessions—or to the control group. Although calls increased perceptions that teachers cared, accountability checks had no effect on math performance four months later and tutoring decreased achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take assessments. Tutoring substituted away from more productive uses of time, at least among returners. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning interventions with best practices and targeting to those who benefit most. [ABSTRACT FROM AUTHOR]

In response to disruption to education during the COVID-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field. [ABSTRACT FROM AUTHOR]

This paper presents the findings of longitudinal research conducted in Ethiopia exploring the effects of COVID-19 school closures on children's holistic learning, including their socioemotional and academic learning. It draws on data from over 2,000 pupils captured in 2019 and 2021 to compare primary school children's dropout and learning before and after school closures. The study adapts self-reporting scales used in similar contexts to measure grade 4-6 pupils' social skills and numeracy. Findings highlight the risk of widening inequality regarding educational access and outcomes, related to pupils' gender, age, wealth and location. They also highlight a decline in social skills following school closures and identify a positive and significant relationship between pupils' social skills and numeracy over time. In conclusion, we recommend a need for education systems to promote children's holistic learning, which is even more vital in the aftermath of the pandemic. [ABSTRACT FROM AUTHOR]

This study investigated the influence of multiliteracy in opaque orthographies on phonological awareness. Using a visual rhyme judgement task in English, we assessed phonological processing in three multilingual and multiliterate populations who were distinguished by the transparency of the orthographies they can read in (N = 135; ages 18-40). The first group consisted of 45 multilinguals literate in English and a transparent Latin orthography like Malay; the second group consisted of 45 multilinguals literate in English and transparent orthographies like Malay and Arabic; and the third group consisted of 45 multilinguals literate in English, transparent orthographies, and Mandarin Chinese, an opaque orthography. Results showed that all groups had poorer performance in the two opaque conditions: rhyming pairs with different orthographic endings and non-rhyming pairs with similar orthographic endings, with the latter posing the greatest difficulty. Subjects whose languages consisted of half or more opaque orthographies performed significantly better than subjects who knew more transparent orthographies than opaque orthographies. The findings are consistent with past studies that used the visual rhyme judgement paradigm and suggest that literacy experience acquired over time relating to orthographic transparency may influence performance on phonological awareness tasks. [ABSTRACT FROM AUTHOR]

Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. Abstract lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children's engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities. [ABSTRACT FROM AUTHOR]

Extensive research on HIV/AIDS stigma is conducted on adults, but it cannot be equated with the experiences of children. This makes it obvious to develop an inclusive research on child experience of HIV/AIDS stigma. For that reason, the present study investigates the relationship among HIV/AIDS stigma, perceived social support and mental health problems in HIV/AIDS children. A sample of 90 HIV/AIDS children aged 10–18 years from Moti Lal Nehru Hospital, Allahabad, Uttar Pradesh, India, were recruited. Participants were assessed on HIV/AIDS stigma, perceived social support and mental health problems. Descriptive statistics, correlational and regression analysis and mediation analysis were performed to accomplish the purpose of the study. Correlational analysis makes it evident that perceived social support is prominently negatively correlated with HIV/AIDS stigma (r (88) = −.670, p < 0.01) whereas mental health problems (r (88) =.753, p < 0.01) was significantly positively correlated with HIV/AIDS stigma. Taking hierarchical regression analysis into consideration, it was found that the perceived social support significantly contributed to 33.2% variance in HIV/AIDS stigma and HIV/AIDS stigma contributed to 45.9% variance in mental health problems. Results of the mediation analyses validate the mediating role of HIV/AIDS stigma in the association between perceived social support and mental health problems (β = −0.27, CI = −.33 to −.034, p =.017). These findings contribute to empirical evidence about psychological predictors and the observable consequences of HIV/AIDS-related stigma. [ABSTRACT FROM AUTHOR]

Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e.g., PsycINFO, ERIC) and sources (e.g., United States Agency for International Development) met our inclusion criteria. The results revealed an overall effect of .30 across various literacy outcomes. Effects varied for different outcomes, such that largest effects were found in emergent literacy skills (e.g., .40) and the smallest effects in reading comprehension (.25) and oral language skills (.20). Effects also varied as a function of other features such as teacher training support., (© 2019 Society for Research in Child Development.)

Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age-for-grade; participants were between grades 1 to 6, but their ages ranged from 5 to 15 (M = 9.19, SD = 2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age-for-grade was negatively related to covariance suggesting that covariance is related to timing of instruction., (© 2024 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)

Research Findings: Several barriers can impede the use and effectiveness of intensive professional development programs, such as courses and coaching, for educators across today's mixed delivery early education system. The present study introduces and tests a light-touch text message-based approach to encourage educators' use of two high-quality practices with children: (a) making transitions more efficient and (b) promoting children's language through open-ended questioning. As part of a six-week intervention, 116 educators participating in a statewide study of early education were randomized to a treatment group receiving three text messages per week about the targeted practices or to a control group receiving no messages. At the end of the intervention, teachers in the treatment group, as compared to those in the control group, spoke more to children in their settings, although they listened less. No statistically significant impacts were observed on transition-related outcomes. Moderated impacts by provider type were observed, with educators in family child care programs experiencing the largest changes in language practices. Practice & Policy. Text message supports can influence educators' practices with young children, though not always in expected ways or for all educators, suggesting that individualized light-touch approaches could respond to early educators' unique strengths and needs. [ABSTRACT FROM AUTHOR]

An introduction is presented in which author discusses articles on topics including focuses on examining the context and learning interact and what these might mean for new directions in early childhood intervention research.

Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers' choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions taken by teachers in vignettes. Results suggested that pedagogical decisions were influenced by the social goals of togetherness, cooperation, and fairness. Pedagogical choices were also influenced by the need to avoid embarrassing students and to address conformity among student responses and students' lack of confidence in addressing teachers. The findings broadly support the hypothesis that Tanzanian teachers pursue implicit social goals in their classroom, some of which are associated with the culture of historically agricultural societies. Teachers may be resistant to new pedagogies which do not support these social goals. Rather than seeing cultural values as 'barriers', we argue that teacher professional development programmes, particularly for early years education, should design teaching activities which are consistent with the culturally shaped social goals of teachers while remaining true to the learning goals of those activities. [ABSTRACT FROM AUTHOR]

Social emotional learning (SEL) has become a popular trend in the field of Education in Emergencies (EiE). Many SEL programs targeting refugee learners aim to help individuals develop skills that are necessary for learning and development, as well as mitigate the adverse impacts of crisis and displacement. While nearly half a billion USD has been invested in SEL initiatives for refugee and crisis contexts world-wide, little evidence exists about the impacts of SEL interventions with refugee communities. As 20% of all refugees globally reside in East Africa, and it is estimated that over 152 million African children live in active conflict zones, this study set out to qualitatively examine understandings, implementation, and implications of SEL interventions across actors engaging refugee communities in the region. The results expose tensions, challenges, and complex dynamics related to culture, power, and the complicated reality of implementing refugee education initiatives in East Africa. While further research into this area of inquiry is needed and proposed, these study findings provide a stronger understanding of the refugee education landscape in East Africa and its current insufficiencies through the example of SEL, and serve to inform other topical EiE interventions and the broader uptake of SEL by education systems globally. [ABSTRACT FROM AUTHOR]

The Coronavirus (COVID−19) pandemic has increased anxiety and stress among childcare workers in many communities. This has given rise to the question of whether childcare workers have the capabilities to execute their operational responsibilities effectively during this period in ensuring that the children are well taken care of. The theory of crisis was used in the study to explore the resilience of childcare workers in managing the well-being of vulnerable orphans during this period. A qualitative approach was applied, using focus group interviews involving 10 childcare workers from the Lefika la Botshabelo Orphaned and Vulnerable care centre who have been beneficiaries of the programme too, to establish the role the care workers played in ensuring that the orphaned and vulnerable children were well-taken care of during lockdown. The responses showed the importance of training, personal and professional development as well as the importance of adapting to the recent COVID−19 regulations in optimally caring for orphans. These results suggested that Lefika childcare workers are in dire need of new, innovative ways to perform their duties. [ABSTRACT FROM AUTHOR]

Community engagement (CE) contributes to successful research. There is, however, a lack of literature on the effectiveness of different models of CE and, specifically, on CE strategies for the conduct of genomic research in sub‐Saharan Africa. There is also a need for models of CE that transcend the recruitment stage of engaging prospective individuals and communities and embed CE throughout the research process and after the research has concluded. The qualitative study reported here was designed to address these knowledge gaps and comprised of 36 key informant semi‐structured interviews and fifteen focus groups with 50 participants. We interviewed selected stakeholders in genomic research in Nigeria: biomedical researchers, community rulers, opinion leaders, community health workers, and prospective research participants. We explored these stakeholders' views on their understanding of community engagement, their expectations, experiences, and their opinions on acceptable processes of community consultation in genomic research. The methodological design, adapted from grounded theory, used the constant comparative method of data analysis; while normative conclusions were made using the symbiotic empirical ethics approach. Data analysis revealed five main themes important for successfully engaging communities in genomic research: effective communication, diversity of community gatekeeping, trust, cultural integration of research, and conservation of the research setting. From these themes, we have developed a four‐stage model of community engagement that covers all stages of the research process; namely, the Community Approach, Intermediate phase, Collaboration and Post‐research Cordiality model (CICP). This model could be used to improve the integration of CE in genomic research among local communities. [ABSTRACT FROM AUTHOR]

The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum integration content. Thematic analysis of interviews yielded six themes, which identified perceived barriers and facilitators to adoption and integration of ABRA in the Kenyan elementary school context. Consistent with integration models, barriers involved infrastructure and access to technology, and challenges integrating the pedagogy of the software within the constraints of the existing curriculum. These challenges placed extra burdens on the 'ambassador' role, a key strategic initiative, which may require alternative support for program continuance, adoption, and fostering teachers' professional development. Ambassadors and teachers agreed on the majority of challenges identified. Recommendations were noted to address cultural norms to enhance accessibility of the software. [ABSTRACT FROM AUTHOR]

Purpose: Adverse childhood experiences (ACEs) are a global public health concern. Little research exists on the prevalence and health consequences of ACEs in Zambia. The current study examined associations between individual and cumulative ACEs, mental distress, and suicide risk among Zambian youth. Methods: Data from Zambia Violence Against Children and Youth Survey were used (18-24 years old, n=1034). Bivariate and adjusted logistic models were performed with independent variables (i.e., experienced physical violence (PV), sexual violence (SV), and emotional violence (EV); witnessed intimate partner violence (IPV) and community violence (CV); orphan status; cumulative ACE exposure) and dependent variables (i.e., mental distress and suicide risk). Adjusted models controlled for demographic and social characteristics. Results: 76.8% of Zambian youth experienced one or more ACEs, and more than 30% witnessed CV (38.4%) or IPV (30.2%), or experienced PV (35.1%), prior to age 18. 27.5% were orphans, and less than 20% experienced EV (17.3%) or SV (15.4%) in childhood. 42.4% experienced mental distress in the past 30 days, and 12.5% reported lifetime suicidal thoughts or suicide attempts. PV, EV, cumulative ACE exposure, older age, being single, and stronger friendships were significantly related to experiencing mental distress. Cumulative ACEs exposure was associated with significantly higher suicide risk. Conclusions: Preventing ACEs can reduce mental distress and suicide risk among Zambian youth. Youth with cumulative ACE exposure can be prioritized for mental health intervention. More research is warranted to investigate the broad-based prevention of ACEs, especially PV and EV, and protective factors that can promote resilience among youth who have experienced ACEs. [ABSTRACT FROM AUTHOR]

Performance‐based measures of children's executive functions (EFs) do not capture children's application of these skills during everyday emotionally‐laden and socially‐mediated interactions. The current study demonstrates the value of using assessor report of self‐regulation behaviors (inhibitory control and positive affect/engagement) in addition to EF tasks when studying early childhood experiences and development in a rural lower‐middle‐income country setting. In a sample of 1302 disadvantaged 4‐year‐olds living in rural Pakistan, we found that directly assessed EFs were significantly related to assessor observations of children's inhibitory control and positive affect/engagement during a structured assessment protocol. However, EFs and two types of self‐regulation behaviors demonstrated unique associations with children's (1) contextual experiences, as indexed by family socio‐economic resources, participation in parenting interventions, and children's physical growth; and (2) age‐salient developmental outcomes, as indexed by direct assessment of pre‐academic skills and maternal report of prosocial behaviors and behavior problems. First, family wealth uniquely predicted only observed positive affect/engagement, whereas maternal education uniquely predicted only EFs. Second, children's antecedent linear growth was a significant predictor of both EFs and positive affect/engagement, but exposure to an enhanced nutrition intervention during the first 2 years of life and preschoolers' hair cortisol concentration were associated only with observed self‐regulation behaviors. Finally, both EFs and observed positive affect/engagement uniquely predicted children's pre‐academic skills. In contrast, only assessors' ratings of positive affect/engagement uniquely predicted maternal report of prosocial behaviors and only assessors' ratings of inhibitory control uniquely predicted maternal report of behavioral problems. [ABSTRACT FROM AUTHOR]

Malaria is the most pernicious parasitic infection, and Plasmodium falciparum is the most virulent species with substantial morbidity and mortality worldwide. The present in silico investigation was performed to reveal the biophysical characteristics and immunogenic epitopes of the 14 blood-stage proteins of the P. falciparum using comprehensive immunoinformatics approaches. For this aim, various web servers were employed to predict subcellular localization, antigenicity, allergenicity, solubility, physicochemical properties, posttranslational modification sites (PTMs), the presence of signal peptide, and transmembrane domains. Moreover, structural analysis for secondary and 3D model predictions were performed for all and stable proteins, respectively. Finally, human helper T lymphocyte (HTL) epitopes were predicted using HLA reference set of IEDB server and screened in terms of antigenicity, allergenicity, and IFN-γ induction as well as population coverage. Also, a multiserver B-cell epitope prediction was done with subsequent screening for antigenicity, allergenicity, and solubility. Altogether, these proteins showed appropriate antigenicity, abundant PTMs, and many B-cell and HTL epitopes, which could be directed for future vaccination studies in the context of multiepitope vaccine design. [ABSTRACT FROM AUTHOR]

Rural communities in Nigeria suffer a great deal of parasitic infections. The effect is severe on children. Parasitic infections affect the health of schoolchildren by causing malnutrition, anaemia, reduced cognitive ability and poor performance in school. This study was aimed at assessing the prevalence of hookworm infections, associated risk factors and their effects on anthropometric indices of schoolchildren in Samaru, Zaria. Children across public and private schools were enlightened about the disease. Fresh morning faecal samples were collected from each of 203 consented pupils. The samples were examined for hookworm eggs by formol-ether concentration technique. Prevalence of hookworms was 4.9%. Children in four out of seven schools were found with hookworm infections (P=0.000). Children from public schools were significantly more infected with hookworms (7.9%, P=0.050) than those in the private schools. Male schoolchildren had higher hookworm infections (5.8%) than the females (4.7%, P>0.05). The youngest children of age 6-7 years old were the most infected (9.1%); followed by those of 10- 11 years old who had 5.8% infections. Children who walked barefooted (6.5%), consumed raw vegetables (5.1%) or engaged in farming (5.3%) were more infected with hookworms than those who did not, but the relationship was not significant (P>0.00). Only fever (3.0%) was found among infected children (P=0.582), other symptoms did not occur among those infected with the hookworms. Children with weight of 39-48kg had the highest infection of 8.0%. Weight, height and BMI were not statistically associated with hookworm infections among the children. However, most of the children (87.2%) had underweight BMI. [ABSTRACT FROM AUTHOR]

Background. Nonhygienic living conditions give rise to parasitic infections. Intestinal parasitosis is a serious public health problem in Ethiopia. It is more common in the poor part of the population with low-income, poor personal, and environmental sanitation and limited clean water supply. This review is aimed at providing an overview of the medicinal plants used for the treatment of gastrointestinal parasitosis in Ethiopia. Methods. International databases (PubMed, Google Scholar, Scopus, and Web of Science) were systematically searched to access published original articles on medicinal plants used to treat gastrointestinal parasitosis without restriction on the year of publication and methodology. The validity of articles was checked before inclusion in the review by undertaking critical appraisal using tools adapted from JBI Critical Appraisal Checklist. The details of medicinal plants were extracted from the included studies using a standardized data extraction format in excel spreadsheet and analyzed using descriptive statistics to calculate frequency and percentage. Results. A search for published articles produced a total of 205 papers, of which 23 met the inclusion criteria. Of the 85 medicinal plants identified, the majority (40.2%) were shrubs, and the common plant part used was leaf (28.2%). Family Asteraceae has the highest number of plant species. The majority of the plant remedies were given orally (96.9%). Taeniasis comprises the highest percentage of intestinal parasitosis treated followed by ascariasis. Conclusion. Numerous plants have been utilized to treat gastrointestinal parasitosis. Information obtained from this review could serve as a guide to discover novel antiparasitic agents. Therefore, it is advisable for researchers to properly identify, document, conserve, and conduct safety and efficacy studies on such claimed medicinal plants. [ABSTRACT FROM AUTHOR]

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Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social‐emotional learning. [ABSTRACT FROM AUTHOR]

In sub-Saharan Africa over 52 million children are living with the death of one or both parents. Drivers of this parental mortality include afflictions at levels endemic to the region, including: HIV; malaria and other parasites; lower respiratory infections; diarrhoeal illnesses; and road accidents, among others. This paper examines the impact of orphanhood on learning outcomes among girls and boys in sub-Saharan Africa, conditional on school enrolment. By analysing test scores for approximately 60,000 pupils in 12 countries, we estimate the effect on student test scores by comparing paternal, maternal, and double orphans to non-orphans in the sample, specifically for the subjects of reading, mathematics, and HIV-AIDS knowledge. No previous study has analysed how orphanhood might influence learning by using student test score data, making this paper's approach unique in the literature. This study employs two estimation techniques: Coarsened exact matching calculates the sample average treatment effect on the treated, while matching on students' family structure, household wealth, school resources, and geographic location; and double lasso (DL) regression applies applying machine-learning for variable selection with high-dimensional controls for regional and school identifiers, school location, and student age. Our results show both CEM and DL consistently report a significant negative impact of orphanhood on test scores among specific countries, especially those which faltered in addressing the HIV-AIDS crisis. [ABSTRACT FROM AUTHOR]

In recent decades, the number of evaluated interventions to improve access to school has multiplied, but few studies report long-term impacts. This paper reports the impact of an educational intervention that provided school uniforms to children in poor communities in Kenya. The program used a lottery to determine who would receive a school uniform. Receiving a uniform reduced school absenteeism by 37 percent for the average student (7 percentage points) and by 55 percent for children who initially had no uniform (15 percentage points). Eight years after the program began, there is no evidence of sustained impact of the program on highest grade completed or primary school completion rates. A bounding exercise suggests no substantive positive, long-term impacts. These results contribute to a small literature on the long-run impacts of educational interventions and demonstrate the risk of initial impacts depreciating over time. [ABSTRACT FROM AUTHOR]

Malaria and urogenital schistosomiasis are parasitic infections usually acquired unknowingly and sometimes cause anaemia and affect the nutritional status of persons in endemic areas. This study assessed asymptomatic Plasmodium falciparum, Schistosoma haematobium and their co-infection status with respect to the association of haemoglobin level and nutritional status in children and adolescents resident at Takum Local Government, a rural suburb of Taraba State, Nigeria. Thick blood films and urine filtration technique were used respectively to determine P. falciparum and S. haematobium species. Haemoglobinometer measured haemoglobin concentration and Body Mass Index determined nutritional status for each participant. The study reported 32.9% (87/264), 28.7% (76/264) and 30.3% (80/264) respectively for asymptomatic malaria, urogenital schistosomiasis and co-infection. Participants in Chanchanji community significantly had the highest asymptomatic P. falciparum infection, 56.4% (22/39) (p=0.003). Sufa and Manya communities respectively had the highest S. haematobium infection, 39.4% (15/38) (χ²= 41.3, p=0.000) and coinfection, 32.1% (12/37) (χ²= 52.45, p=0.000). A negative association was observed between anaemia and co-infection (r = -0.77, p=0.000) as well as between nutritional status and co-infection (r = -0.63, p=0.000). Participants who did not use LLTNs and lived close to water bodies were predisposed to co-infection with adjusted OR=0.003 (%95CI: 0.00 - 0.03; p=0.000). Birama and Manya areas highly predicted participants to co-infection with respective adjusted OR = 13.20 (%95CI: 2.34-74.38; p=0.003) and adjusted OR=57.9, (%95CI: 4.92-681.24, p=0.001). The co-infection predisposed participants to moderate and severe anaemia with respective adjusted OR of 2.198 (%95CI:1.307-3.696, p=0.021) and 1.192 (%95CI:0.355-4.009, p=0.017). Undernutrition was significantly affected with co-infection adjusted OR=3.732 (95%CI:1.003-7.393, p=0.011). Co-infection was significantly associated with anaemia and nutritional status at p≤0.05. It is recommended that the State and NGOs should provide malaria Intermittent Prevention Treatment as well as deworm the children and adolescents in Takum LGA. [ABSTRACT FROM AUTHOR]

Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching.The rapid shift to distance education in schools can be conceptualised as 'emergency remote education' (ERE).Prior ERE research focused on bounded geographic locations where localised emergencies occurred.What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies.This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information.This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations.This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders.This provides researchers with a review of the field with identification of gaps and future research opportunities.Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies.The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. [ABSTRACT FROM AUTHOR]

Print-rich environments are critical to early literacy development. This study profiled how teachers organise literacy environments in 21 early-primary classrooms (grade 1–3) in rural Mozambique. We focused on two dimensions of classroom literacy environments—physical environments (e.g. access to literacy resources, visibility of print materials, presence of writing space and tools) and instructional environments (such as lesson structure, teaching methods and techniques, instructional support)—and their interactions in the daily work of Mozambican teachers in classroom settings by using classroom observations, teacher interviews, and teacher and school administrative data. Our study revealed strengths (e.g. teacher efforts in developing print materials) and weaknesses (e.g. restricting students' independent use of teacher-produced print materials) in teachers' organisation of literacy environments in their classrooms. More importantly, synergistic relationships between the two domains of classroom literacy environments were demonstrated. Policy and research implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

This paper argues the effectiveness of Ecohealth education for improving the quality of health and environmental education and for achieving sustainable development in developing countries. To illustrate the need for Ecohealth education, we review the transitions in health education, environmental education and Education for Sustainable Development (ESD) in various developing countries. Moreover, we discuss issues relating to these disciplines and consider the possible roles that Ecohealth education can play. Then, drawing on a case study conducted in Lao PDR, we propose a concrete example of the teaching content of Ecohealth education. We conclude that Ecohealth education can embody the concepts of ESD with respect to health and environmental issues, and thus can contribute to improvements in the quality of health and environmental education, and of ESD. In addition, we propose the following five actions for implementing Ecohealth education in developing countries: (i) promote research based on the approaches of public health and anthropology, and develop teaching materials that use the research results, (ii) empower school-aged children, (iii) encourage the active involvement and sharing of problems among communities, (iv) strengthen participatory teaching and learning methodology and (v) build a training system and train relevant teachers. [ABSTRACT FROM AUTHOR]

Background. Inappropriate diagnosis could intimidate the prevention and control of hookworm infection. Thus, this study was aimed at evaluating the performance of hookworm diagnosis methods. Methods. An institution-based cross-sectional study was conducted from patients in Debre Elias and Sanja districts of the Amhara region, Ethiopia, from November 2019 to January 2020. The study subjects were selected conveniently. After the data was entered into Statistical Package for the Social Sciences (SPSS), sensitivity, specificity, predictive values, test accuracy, and agreement of the different hookworm diagnosis methods, namely, test tube flotation technique (TFT), McMaster (MM), formol-ether concentration (FEC), Kato-Katz (KK), and direct wet mount microscopy (DWMM), were calculated by using SPSS software. The composite reference standard (CRS) was used as the gold standard method. The kappa (κ) test was used to measure the level of agreement between diagnosis tests. Result. A total of 389 stool samples were collected from patients in the study. The overall prevalence of hookworm was 63.24%. The test tube flotation technique (TFT) was found to be the highest both in terms of sensitivity and diagnostic accuracy (100%). McMaster (MM) was the second most sensitive test (68.7%), followed by FEC (44.3%) and KK (38.2%). On the other hand, DWMM had the lowest sensitivity (37.4%), and its diagnostic accuracy was also the least (60%). Only TFT had a perfect agreement (agreement = 100 % , kappa = 1) with the CRS. The sensitivity of DWMM, KK, and FEC showed a kind of linear function with the intensity of infection, but TFT and MM methods were not affected by the infection intensity. Conclusion. Hookworm is still a public health problem in the study area. TFT is by far more sensitive than MM, FEC, KK, and DWMM techniques. [ABSTRACT FROM AUTHOR]

The need for a reliable risk map in the control of soil-transmitted helminths (STHs) in Kogi East, North Central Nigeria is very important. This study was carried out to determine the effect of environmental risk factors on geospatial distribution of STHs. Epidemiological data were obtained from a district-wide survey conducted in 2018 in Kogi East. Edaphic and climatic factors were downloaded as spatial layers from international recognised health data resources centres. A total of 24 environmental factors were used in determining the risk map of STHs using MaxEnt tool. The predicted high-risk areas of A. lumbricoides, hookworms and S. stercoralis were the central part of Kogi East covering parts of Dekina, Ofu, Igalamela-Odolu, Olamaboro and Omala LGAs with probability of 0.8 to 1.00. Among the factors investigated; Temperature [mean diurnal temperature range (BIO2), temperature annual range (BIO7) and maximum temperature of the warmest month (BIO5)], precipitation [precipitation of the wettest quarter (BIO16)], and soil clay contents were the five factors that exerted most significant influence on the geospatial distribution of STHs in Kogi East, Nigeria. Public health control programmes on STHs should target high-risk areas by including them in mass drug administration, health education as well as provision of water, sanitation and hygiene infrastructures. [ABSTRACT FROM AUTHOR]

The phonological awareness (PA) skills represent a major milestone in the development of reading abilities for preschool children. The purpose of this research study was to examine the developmental trajectories of preschoolers' PA. A related purpose was to explore gender differences in PA. Participants in this study were 767 preschool children (336 males and 431 females) with 249 children in KG1 and 518 children in KG2. These children were randomly selected from a pool of 16 private preschools across the capital of Oman, Muscat. A battery of PA tasks were adapted from the Phonological Awareness Test-Second Edition (PAT-2; [Robertson, C., & Salter, W. (2007). The phonological awareness test 2 (PAT 2). Austin, TX: PRO-ED.]) and the Comprehensive Test of Phonological Processing – Second Edition (CTOPP-2; [Wagner, R., Torgesen, J., Rashotte, C., & Pearson, N. (2012). Comprehensive test of phonological processing (2nd ed.). Austin, TX: Pro-Ed.]). The PA tasks consisted of 19 subtests: rhyming discrimination, rhyming production, syllables segmentation, phoneme segmentation, isolation (firs, medial, and last sound), compound words deletion and phonemes deletion, sound matching (first and last sound), blending words, memory for digits, nonword repetition, and blending nonwords. The results of the study using multi-variate analysis of variance (MANOVA) showed a significant main effect of the grade level, Wilks' lambda [F(3,763) = 13.44, p <.001, η2 =.29, gender, F(1,763) = 1.96, p <.001, η2 =.06], while the interaction (grade level X gender) was not significant. [ABSTRACT FROM AUTHOR]

Intestinal helminths cause anaemia, malnutrition, indigestion disorders, retarded growth, and low mental abilities in pupils. About 1.5 billion are infected globally. Intestinal helminth infections are caused by Ascaris lumbricoides, Trichuris trichiura, Strongyloides stercoralis, Enterobius vermicularis, Ancylostoma duodenale, and Necator americanus. Lugari Subcounty has poor sanitation and inadequate clean water. This study determined the prevalence of intestinal helminth infections in preschool pupils in Lugari Subcounty. A stratified multistage cluster experimental design was used. Sampling was carried out in four wards: Lumakanda, Lugari, Luandeti, and Chekalini. Preschool pupils of either gender were selected randomly. Written consents and verbal assent were obtained from parents or guardians and preschool pupils, respectively. Questionnaires were administered in order to collect sociodemographic data. Stool samples were collected and tested for the presence of eggs using the standard Kato-Katz technique. Prevalence rate and prevalence ratio were calculated as the percentage of infected preschool pupils among the total number of preschool pupils examined. Preschool pupils positive with helminths were treated freely, and a follow-up screening was conducted three months after treatment. Approval of the study was sought from the Masinde Muliro University of Science and Technology Institutional Ethical Review Board (MMUST IRB). The overall prevalence of intestinal helminths was 12.3%. Only one species, Ascaris lumbricoides, was identified. Statistical tests were carried out at a 5% significance level (p < 0.05 , confidence interval (CI) 95%). There was a statistically significant association for prevalence and intensity of intestinal helminths versus factors like school location, knowledge of washing hands before eating, and awareness of washing hands after visiting a toilet. Although this study revealed a low prevalence and light intensity, some factors had significant effects on intestinal helminth infections among the preschool children. Therefore, there is a need to intensify efforts for their intestinal helminth control. [ABSTRACT FROM AUTHOR]

Improving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge – content knowledge, pedagogical knowledge and pedagogical content knowledge – to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings. [ABSTRACT FROM AUTHOR]

One of the purposes of education is to help pupils develop a responsible attitude, which is understood to be the capacity to vouch for their actions appropriately and in a way that fits social norms. Training of this type should be intentional, planned, and personalized, which will depend on how developed the individual's social responsibility is. This in turn is influenced by personal and family variables. This article provides an analysis of the interaction of some of those variables with the development of social responsibility in primary education pupils as the basis for the design of programs to promote personal and social responsibility tailored to the features of the pupils. To do this, the Social Responsibility Attitudes Scale was applied to 502 pupils taking grades 2 (8 years old), 4 (10 years old), and 6 (12 years old) of primary education. This scale measures the following factors: (a) obedient in family settings, (b) polite and accepting their mistakes, (c) trust in their parents, (d) responsibility in school setting, (e) friendly and willing to help, and (f) careful of the environment. By carrying out a multivariate analysis with the school grade, gender, family type (single, two-parent), and position among siblings (firstborn, only child, or not firstborn), it was concluded that attitudes related to prosociality start to be differentiated from grade 4 of primary education. It is in grade 6 that children become aware of their responsibility, and this is greater among that from two-parent families. However, no significant differences were found in the level of social responsibility with regard to gender or position among siblings. [ABSTRACT FROM AUTHOR]

The goal of this paper was to conduct a review of studies from 2008 to 2019 that evaluated community‐based caregiver or family interventions to support the mental health of orphans and vulnerable children (OVC) in sub‐Saharan Africa, across four domains: (a) study methodology, (b) cultural adaptation and community participation, (c) intervention strategies, and (d) effects on child mental health. Ten interventions were identified. Findings revealed that the majority of studies used a randomized controlled trial or quasi‐experimental design, but few conducted long‐term follow‐up; that all programs undertook cultural adaptation of the intervention using community participatory methods, or were locally developed; that the majority of interventions targeted caregiving behavior and/or caregiver–child relationships using behavioral and cognitive‐behavioral strategies, or were home visiting interventions; and that interventions had mixed effects on OVC mental health. Progress and gaps revealed by these findings are discussed, as are suggestions for possible new directions in this area of intervention science. [ABSTRACT FROM AUTHOR]

The developing world faces a learning crisis, wherein children fail to master basic skills despite years of primary school attendance. The literature indicates that both in-school and at-home experiences impact children's reading development, yet most developing world studies focus on children's in-school experiences exclusively. This current study addresses this imbalance by exploring the home literacy environment in rural Rwanda and its relationship to children's reading development. The data come from 466 parent surveys and 466 child reading assessments. An exploratory factor analysis of the survey data yields 5 distinct factors of the home literacy environment: family literacy and learning at home, parental competency in literacy, reading materials, child interest in literacy, and religious-related reading activities. Multivariate regression analyses reveal that family learning, parent competency, and child interest significantly predict early grade reading achievement. Implications of these findings for the developing world's learning crisis are discussed. [ABSTRACT FROM AUTHOR]

Despite the multiple meta-analyses documenting the association between socioeconomic status (SES) and achievement, none have examined this question outside of English-speaking industrialized countries. This study is the first meta-analytic effort, to the best of our knowledge, to focus on developing countries. Based on 49 empirical studies representing 38 countries, and a sample of 2,828,216 school-age students (grades K–12) published between 1990 and 2017, we found an overall weak relation between SES and academic outcomes. Results for attainment outcomes were stronger than achievement outcomes, and the effect size was stronger in more economically developed countries. The SES-academic outcome relation was further moderated by grade level and gender. There were no differences in the strength of the relation by specific SES measures of income/consumption, education, and wealth/home resources. Our results provide evidence that educational inequalities are wider in higher income countries, creating a serious challenge for developing countries as they expand school access. [ABSTRACT FROM AUTHOR]