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Teacher-training to transform classrooms, teachers and communities in Uganda
Last registered on October 02, 2020

Pre-Trial

Trial Information
General Information
Title
Teacher-training to transform classrooms, teachers and communities in Uganda
RCT ID
AEARCTR-0002647
Initial registration date
December 29, 2017
Last updated
October 02, 2020 9:03 AM EDT
Location(s)

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Primary Investigator
Affiliation
Cornell University
Other Primary Investigator(s)
PI Affiliation
Department of Economics, London School of Economics and Political Science
PI Affiliation
Department of Economics, Massachusetts Institute of Technology
Additional Trial Information
Status
On going
Start date
2017-09-18
End date
2022-05-02
Secondary IDs
Abstract
Ensuring quality teaching is a challenge around the world, and one which financial incentives have not been able to solve. This RCT tests the value of a fundamental pedagogical transformation in improving the quality of teaching and, thereby, parental demand for schooling. Kimanya-Ngeyo (KN), a Ugandan NGO, trains teachers by reorienting their attitudes towards the role of knowledge in society -- teachers learn how theory and practice can be combined to apply knowledge towards the transformation of local communities. We are partnering with KN to study the effects of this program on student learning, teacher motivation and performance, and local cultural change in upper primary and secondary schools. We hypothesize that the teacher-training program enables teachers to not only impact student learning outcomes but to also become in KN's words "promoters of community well-being" by connecting classroom materials to community needs, making education locally relevant. This may additionally allow teachers to connect with a deeper purpose connected to intrinsic sources of motivations.
External Link(s)
Registration Citation
Citation
Nourani, Vesall, Nava Ashraf and Abhijit Banerjee. 2020. "Teacher-training to transform classrooms, teachers and communities in Uganda." AEA RCT Registry. October 02. https://doi.org/10.1257/rct.2647-1.1.
Former Citation
Nourani, Vesall, Nava Ashraf and Abhijit Banerjee. 2020. "Teacher-training to transform classrooms, teachers and communities in Uganda." AEA RCT Registry. October 02. http://www.socialscienceregistry.org/trials/2647/history/76958.
Sponsors & Partners

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Experimental Details
Interventions
Intervention(s)
Kimanya Ng'eyo (KN), a Ugandan NGO founded in 2007, implements a teacher-training program using the Preparation for Social Action (PSA) program. PSA's materials were developed in Colombia as part of an NGO, the Foundation for the Application and Teaching of the Sciences, and adapted for the African context. KN collaborates with district education officials to invite schools to select 2-3 teachers to participate in their training program. The training is one year long and combines two-week periods of full-time programming with KN tutors with in-service periods. During the full-time trainings, held during term breaks, teachers move together through a sequence of texts and engage in practical exercises that help link the readings with everyday reality. During the in-service periods, PSA tutors randomly visit classrooms to observe how teachers are engaging with students and reflect with them on outcomes.

The PSA materials prepare teachers to integrate the study of scientific knowledge with social action in local communities. PSA develops capabilities in four broad areas: language, mathematics, science, and processes of community life. While topical facts are given attention, the courses seek primarily to build several general capabilities of scientific inquiry through group activity. These include the capacity to describe the world around oneself with precision and clarity, to identify data for testing theories, and to combine insights from theory with praxis. The format of the training targets teachers' attitudes in three novel ways. First, discussion exercises that explicitly demonstrate how scientific concepts can be used to solve local problems help teachers to design useful community projects for their students to undertake. Second, as teachers engage one another in an open seminar environment during the training, they learn to appreciate the value of a non-authoritative classroom and how to teach in a participant-centred way. Third, collective reflection exercises help participants organize insights from their teaching experiences, improving communication among teachers.
Intervention Start Date
2018-01-02
Intervention End Date
2021-12-23
Primary Outcomes
Primary Outcomes (end points)
Teacher Motivation, Student Learning Outcomes
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Pedagogical shifts, Student Motivation, Student Aspirations, Parental Demand for Education
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
Each year starting in 2017 and ending in 2020, the program will roll out to primary schools in one new subcounty in Jinja District. This will result in a total of three subcounties by 2020. Each time that a new subcounty is added, we will select 34 schools in the subcounty to participate in the experiment. Each school will nominate 2-8 teachers for training. After nomination, we will randomly assign 17 schools to treatment and 17 schools to control. Then, treatment schools will have the opportunity to actually send teachers to the yearly trainings. Treatment schools will continue to send 2-3 teachers per year to training until the end of 2020.

Outcome measures will be collected yearly from each treatment and control school using the following four techniques:
-Teacher survey
-Classroom observations
-School administrative data
-Community member survey
Experimental Design Details
Not available
Randomization Method
Randomization is done in office by a computer using pairwise matching on school characteristics.
Randomization Unit
Randomization is at the school level.
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
104 Schools
Sample size: planned number of observations
416 Teachers; 10,400 Pupils
Sample size (or number of clusters) by treatment arms
52 Schools in Control
52 Schools in Treatment
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Teacher Attendance: 1.4 days per month, 8.5%, 0.27 SD; How often teachers have conversations with parents: 2.7 Conversations per month, 25%, 0.34 SD; Student standardized exam scores: 0.33 SD
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
The Mildmay Uganda Research and Ethics Committee
IRB Approval Date
2017-11-20
IRB Approval Number
N/A
Analysis Plan
Analysis Plan Documents
Learning to Learn by Learning to Teach: Pre-Analysis Plan

MD5: e018715a446195957b7d9cbe4c07363e

SHA1: 00f3dc3d06b3fff62c47dda270a9410eb9d15f7b

Uploaded At: October 02, 2020