Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda

Lucas, A.M.; McEwan, P.J.; Ngware, M.; Oketch, M.

doi:10.1002/pam.21782

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda

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Resource type

Journal Article

Authors/contributors

Lucas, A.M. (Author)
McEwan, P.J. (Author)
Ngware, M. (Author)
Oketch, M. (Author)

Title

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda

Publication

Journal of Policy Analysis and Management

Volume

33

Issue

4

Pages

950-976

Date

2014

DOI

10.1002/pam.21782

URL

https://doi.org/10.1002/pam.21782.

Citation

Lucas, A. M., McEwan, P. J., Ngware, M., & Oketch, M. (2014). Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda. Journal of Policy Analysis and Management, 33(4), 950–976. https://doi.org/10.1002/pam.21782

Link to this record

https://docs.opendeved.net/lib/78MCL3CU

Relations

Cited by

Cited by

Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018