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ANNOUNCEMENTS

ASER and Pratham at CIES 2021 conference on 'Social Responsibility within Changing Contexts'

We are elated to announce that 12 papers submitted by ASER Centre/Pratham researchers and our partners have been accepted for the CIES 2021 conference! 

They will present their research as part of thematic panels during the conference. Additionally, as many as 13 other presentations reference ASER/Pratham data, methods, or tools in their own research abstract. 
This year’s conference will explore the theme, ‘Social Responsibility within Changing Contexts’ and take place virtually April 25 – May 2, 2021.

Details of papers and presenters

Panel Discussion: Understanding social responsibility towards teaching and learning, part 1: The role of community actors

Learning is everyone’s responsibility
Authors: Rukmini Banerji, Arjun Agarwal (presenter), Amit Kumar Singh, Nuzhat Malik (presenter), Faiyaz Ahmed

The role of parental perceptions and parental involvement in children’s learning
Authors: Laura Cashman (presenter), Preeti Manchanda (presenter), Purnima Ramanujan 

Unpacking mothers’ conceptions of education and learning
Authors: Ankita Jha (presenter), Poorva Shekher (presenter), Purnima Ramanujan, Akanksha Pandey, Suman Bhattacharjea

Creating stronger community engagement for children’s learning: Understanding drivers and limitations of sustainable and effective programs

Authors: Purnima Ramanujan (presenter), Akanksha Pandey (presenter), Ankita Jha, Poorva Shekher, Suman Bhattacharjea

Panel Discussion: Understanding social responsibility towards teaching and learning, part 2: The role of school actors

Do teachers know their students? Exploring the alignment between teachers’ perceptions of children’s learning and children’s actual learning 
Authors: Pratik Wadmare (presenter), Wilima Wadhwa, Mansi Nanda, Ricardo Sabates, Suman Bhattacharjea

Understanding teachers’ perception of children’s learning and interaction with the families
Authors: Mansi Nanda (presenter), Pauline Rose, Suman Bhattacharjea

Panel discussion: Every child “counts”: Early numeracy acquisition in the Global South

Pathways to numeracy: A comparative analysis of policy and curricular materials for early years mathematics in three States of India
Authors: Caroline Dyer, Aashna Khurana (presenter), Gunjan Sharma, Purnima Ramanujan, Suman Bhattacharjea

Exploring linkages between cognitive and numeracy skills in the early years: Evidence from a large-scale assessment in rural India
Authors: Nimisha Kapoor, Shweta Bhutada (presenter), Aashna Khurana

ICAN: A common learning assessment designed in the Global South, for the Global South
Author and presenter: Ketan Verma

Panel discussion: ECD measurement and assessment: Student, classroom, and home-based measures

Learnings from developing a large-scale direct assessment of social and emotional development for ASER 2019 'Early Years' survey in rural India 
Authors and presenters: Priyasha Chawla and Setu Loomba

Panel discussion: Student Learning and Experiences in South Asia

Bridging the gap: Evidence on children’s engagement in remote learning during the COVID-19 pandemic from the ASER survey in rural India  
Authors: Nimisha Kapoor (presenter), Mohit Mishra, Shweta Bhutada, Setu Loomba, Priyasha Chawla, Dakshata Agarwal  

Panel discussion: NGO projects, programs, frameworks, and evaluations in education

Enhancing learning outcomes through a low-cost-replicable digital intervention: Evidence from an impact evaluation in rural Rajasthan, India
Authors: Madhav Chavan, Wilima Wadhwa, Anil Kumar Kamath, Aditi Banerjee and Steffi Elizabeth Thomas (presenter)

External papers that reference ASER:

Gender and India’s Annual Status of Education Report (ASER): Interpreting Women Fieldworkers’ Experiences via a Culturally Responsive-Feminist Intersectional Framework
Authors: Melissa Rae Goodnight and Ananya Tiwari (University of Illinois at Urbana-Champaign)

Reliability in Assessing Foundational Reading Skill of Early Graders: Evidence from different Testing Paradigm in Indian Context
Author: Pradeep Kumar Mishra (Room to Read)

Assessing the Assessments: Taking Stock of Learning Outcomes Data in India
Authors: Doug Johnson (Independent researcher and consultant) and Andrés Parrado (GiveDirectly)

Game on or game over? Assessing the effectiveness of a game-based phonics intervention for young English language learners in India
Authors: Priyanka Patel, Minna Torppa, Mikko Aro, Ulla Richardson, Heikki Lyytinen (University of Jyväskylä)

Providing information to students and parents to improve learning outcomes
Author: Sam Friedlander [Abdul Latif Jameel Poverty Action Lab (J-PAL)]

A market based approach to improve the quality of early education in affordable private schools
Author: Gauri Kirtane (FSG)

An NGO perspective on leveraging research to inform early childhood education programming
Author: Shobhini Mukerji [Abdul Latif Jameel Poverty Action Lab (J-PAL)]

State of the Sector Report on Private Schools in India
Authors: Rahul Ahluwalia, Ruchika Singh (Central Square Foundation) 

External papers that reference Pratham:

Teaching at the Right Level: Significantly Improving Learners’ Basic Skills at Scale in Zambia

Author: Anna-Thora Vardoy-Mutale (VVOB)

The elements of teacher effectiveness: an evidence review

Authors: Sonakshi Sharma, Marc Shotland, Pradyot Komaragiri (IDInsight)

COVID-19 school shutdowns in Africa: The scale of learning loss and how to facilitate short-term and long-term learning recovery

Authors: Shiraz Chakera (UNICEF Office of Research), Noam Angrist (Young 1ove), Michelle Kaffenberger (RISE Programme), Benjamin Piper (RTI International), Joseph Destefano (RTI International), Jonathan Stern (RTI International), Chris Cummiskey (RTI International), John Floretta [Abdul Latif Jameel Poverty Action Lab (J-PAL)], Radhika Bhula [Abdul Latif Jameel Poverty Action Lab (J-PAL)], Andy de Barros (Harvard University)

Uwezo Tanzania: Enhancing foundational Literacy and Numeracy during and beyond Covid 19

Author: Zaida Juma Mgalla (Uwezo Tanzania)

Adapting Teaching at the Right Level to Distance Learning during COVID-19 in Northern Nigeria

Author: Elizabeth Ndyanabangi (Plan International Nigeria)