“And then there are the realities of the field”: Teacher insights on the implementation of a targeted instruction program in rural Côte d’Ivoire
Bibliographic record
Abstract
To better understand the implementation of a targeted instruction program in rural Côte d’Ivoire, we present qualitative insights from teachers ( N = 25). We interviewed teachers whose students' test scores did and did not improve (high and low change groups, respectively) after 2-years of program implementation. Our findings suggest teacher engagement with the program is related to student-level impacts; teachers with high student improvement exhibited higher engagement with the program. Additionally, teachers in both groups reported low teacher agency, increased motivation with time, and administrative challenges. These findings highlight the value of teacher perspectives when evaluating and scaling targeted instruction programs. • A qualitative analysis of teacher experiences with a targeted instruction program. • The program was implemented in primary schools in rural Côte d’Ivoire. • In classes with greater academic improvement, teachers have higher program engagement. • Teachers appreciated the program despite multi-level challenges to implementation. • Teachers should be consulted throughout planning and implementation of new programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.008 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".