Publication:
Changing Pedagogy to Improve Skills in Preschools: Experimental Evidence from Peru

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creativeworkseries.issn1564-698X
dc.contributor.authorGallego, Francisco A.
dc.contributor.authorNäslund-Hadley, Emma
dc.contributor.authorAlfonso, Mariana
dc.date.accessioned2023-08-29T19:52:21Z
dc.date.available2023-08-29T19:52:21Z
dc.date.issued2019-12-11
dc.description.abstractChanging pedagogical practices is a promising, cost-effective avenue for improving education in developing countries, especially when done without changing current inputs such as teachers and instruction time. This article presents the results of a randomized evaluation of a program that aimed at changing the pedagogical approach used to teach the existing national mathematics curriculum. The program provides tools to regular preschool teachers to use an inquiry- and problem-based learning approach to tailor instruction to preschoolers in Peru. The results show an improvement of overall mathematics outcomes, which persist for some content areas even one year after the program ended. In contrast to results from previous research that suggest mathematics programs are biased along gender and socioeconomic lines, there is no evidence of differential effects by gender, language spoken at home, or proxies for socioeconomic status. Results also imply persistent stronger impacts on students whose teachers have university degrees.en
dc.identifier.citationThe World Bank Economic Review
dc.identifier.doi10.1596/40294
dc.identifier.issn0258-6770 (print)
dc.identifier.issn1564-698X (online)
dc.identifier.urihttps://openknowledge.worldbank.org/handle/10986/40294
dc.language.isoen_US
dc.publisherPublished by Oxford University Press on behalf of the World Bank
dc.relation.ispartofseriesWorld Bank Economic Review
dc.rightsCC BY-NC-ND 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/igo
dc.subjectEDUCATION
dc.subjectPEDAGOGICAL INNOVATIONS
dc.subjectTAILORED INSTRUCTION
dc.subjectMATHEMATICS
dc.subjectEARLY CHILDHOOD DEVELOPMENT
dc.titleChanging Pedagogy to Improve Skills in Preschools: Experimental Evidence from Peruen
dc.typeJournal Article
dspace.entity.typePublication
okr.associatedcontenthttps://academic.oup.com/wber/article/35/1/261/5673199 Journal website (version of record)
okr.crossref.titleChanging Pedagogy to Improve Skills in Preschools: Experimental Evidence from Peru
okr.date.disclosure2023-08-29
okr.doctypePublications & Research::Journal Article
okr.identifier.doi10.1093/wber/lhz022
okr.identifier.doihttp://dx.doi.org/10.1596/40294
okr.language.supporteden
okr.pagenumber261–286
okr.peerreviewAcademic Peer Review
okr.region.administrativeLatin America & Caribbean
okr.region.countryPeru
okr.topicEducation::Education Reform and Management
okr.topicEducation::Early Childhood Development
okr.volume35 (1)
relation.isJournalIssueOfPublication5e228d66-d0bc-491f-b8a9-09ab39725513
relation.isJournalIssueOfPublication.latestForDiscovery5e228d66-d0bc-491f-b8a9-09ab39725513
relation.isJournalOfPublicationc41eae2f-cf94-449d-86b7-f062aebe893f
relation.isJournalVolumeOfPublication3a13adfa-b971-4f6d-9aaa-21ba96efc218
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