Spanish

A pesar de la importancia del desarrollo de habilidades en ciencias y resolución de problemas para educadores, padres, y estudiantes, la evidencia rigurosa sobre el aprendizaje y enseñanza de ciencias en edades tempranas es escasa. Innovations for Poverty Action (IPA) se encargó de evaluar una intervención que fue implementada como resultado de una colaboración entre el Ministerio de Educación y Ciencias (MEC), el Banco Interamericano de Desarrollo (BID), la Asociación de Utilidad Pública Juntos por la Educación, y Agencia Internacional de Cooperación del Japón (JICA). La intervención es una pedagogía bilingüe (guaraní-español) basada en el enfoque de la indagación para la enseñanza de ciencias guiada a través de audio-grabaciones.

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Brief
Date:
June 04, 2018
Spanish A4

Siguiendo con nuestra tradición global, en Paraguay hemos realizado investiga- ciones aplicables y rigurosas en áreas de interés nacional, mientras construimos capacidades fundamentales de inves- tigación. Los ejemplos de investigación presentados a continuación ofrecen evidencia prometedora sobre cuestio- nes que afectan a la población pobre en América Latina.

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Brief
Date:
November 23, 2014
English

Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.

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Published Paper
Date:
February 01, 2014
English

In 2013 IPA celebrated ten years of producing high-quality evidence about what works, and what does not work, to improve the lives of the poor. It was a year of celebration for our accomplishments. More so, it was a time to prepare our organization for the next phase as we continue to pursue our vision of a world with More Evidence and Less Poverty.

 

View an online version of the report at annualreport.poverty-action.org/2013annualreport/

Type:
Annual Report
Date:
September 01, 2013
Spanish

Nuevos hallazgos del Banco Interamericano de Desarrollo sobre el pensamiento crítico en la educación pre-primaria y primaria.

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Type:
Brief
Date:
October 09, 2012