“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 distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".