Provides research, evaluation, consulting, and technical assistance services that contribute to the lifelong process of learning and improving personal performance.

Adult Education & Literacy Children's Mental Health District Consulting Education Evidence & Indicators Early Childhood Education Finance Education Technology Higher Education School Reform Special EducationWorkforce Research and Analysis

Produces and disseminates information to provide motivation and tools to enable individuals to make informed decisions about health issues.

Communications & Social Marketing Research & Policy Analysis Conference Services, Technical Writing & Clearinghouse/Call Center Management Technical Assistance & Training Informatics, Web Site Development & Information Management

Develops and implements education testing programs that benefit students, parents and public officals.

State Student Testing Computer Statistical Services

Works with the National Center for Education Statistics (NCES), the government's primary source for collecting and analyzing data about public education.

Helps to provide all children with access to a quality education, and empowers people, organizations, and communities to bring about social change.

Is committed to helping clients improve the effectiveness of their workforce through a wide range of management, organizational, and business improvement efforts.

Equity Analysis Organizational Performance Skills Assessment Team Performance Usability Engineering

Produces, maintains and disseminates systematic reviews of the effects of social and behavioral interventions.

YOU ARE HERE: Home > Publications & Products > International Development

International Development

O’Sullivan, G.A., Yonkler, J.A., Morgan, W., and Merritt, A.P. A Field Guide to Designing a Health Communication Strategy, Baltimore, MD: John Hopkins Bloomberg School of Public Health/Center for Communication Programs, March 2003.

EQUIP - Educational Quality Improvement Program (website)
EQUIP is a combination of programs, processes, and activities that contribute to the Office of Education of USAID’s Pillar Bureau for Economic Growth, Agriculture and Trade (EGAT)
http://www.EQUIP123.net

RECLISA - Reducing Child Labour in Southern Africa (website)
The RECLISA website provides up to date information regarding this project's activities in Southern Africa as well as a wealth of resources about child labor in that part of Africa.
http://www.reclisa.org

Habib, Mona G., CIVIC EDUCATION, Supplementary Materials Manual for Grades 5-8, USAID/BESO II project/AIR, Ethiopia, June 2004.

Habib, Mona G., HIV/AIDS, Supplementary Materials Manual for Grades 5-8, USAID/BESO II project/AIR, Ethiopia, June 2004.

Janigan, K. Let’s talk about HIV/AIDS. Booklet for grade 4 students. USAID/BESO II project/AIR, Ethiopia. 2004.

USAID/BESOII project/AIR. Grade 1 to 4 Teacher’s Activity Guide for Civic and Ethical Education. 2003.

USAID/BESO II project/AIR. Environmental Education Activity Book for grade 1-4 teachers. 2003.

USAID/BESO II project/AIR. Self-instructional Teacher’s Kits grades 1-2 and 3-4. 2003.

USAID/BESO II project/AIR. Self-instructional Teachers’ Kits grades 5-6 and 7-8. 2004

Probing into Research Findings: Targeted Studies

• Findings from an Exploratory Study of Teachers' Beliefs and Practices about Pupil Assessment in Malawi (Shirley Miske, Sandra Schmidt, and Enret Santhe, August 2003, 37 pp.
• Proud Pioneers: Malawian Teachers Implement Continuous Assessment in Primary School Classrooms (Shirley Miske, August 2003, 21 pp.
• Rainbow Charts and C-O-C-O-N-U-T-S: Teacher Development for Continuous Assessment in Malawi Classrooms (Joy du Plessis, April 2003, 18 pp.
• The Relationship of Ranking Pupils to Teaching and Learning (Sandra Schmidt, Shirley Miske, and Enret Santhe, April 2003, 15 pp.
• Continuous Assessment: A Practical Guide for Teachers (Joy du Plessis, Diane Prouty, Jane Schubert, Mona Habib, Eileen St. George), September 2003, 43 pp.
• "In My Classroom" A Guide to Reflective Practice" in English and French, was produced in 2000 authors: Joy duPlessis, Mona Habib, Haddy Sey, Andrea Baranick, and Andrea Rugh.
• Association for the Development of Education in Africa (ADEA) discussion paper entitled "The Challenges of Learning: Improving the Quality of Basic Education."
• A Chronology of Major Events Affecting the National Flood Insurance Program , Washington, DC: AIR, October 2003.
• The National Flood Insurance Program: An Annotated Bibliography , Washington, DC: AIR, October, 2003.

Concept Papers: Linking Quality to Broader Issues

• Accelerating Paths to Quality: A Multi-Faceted Reality (Jane Schubert and Diane Prouty-Harris, October 2003, 35 pp.
• Alternative Models for Secondary Education in Developing Countries: Rationale and Realities (Vivian Figueredo and Stephen Anzalone, January 2003, 38 pp.

Conducting Classroom-Based Research and Evaluation

• USAID Resource Guide for Joint Programming in Education and Democracy (Ronald Israel and Kristin Rosekrans, April 2003, 39 pp.
• In My Classroom: A Guide to Reflective Practice (Joy du Plessis, Mona Habib, Haddy Sey, Barbara Gardner, Andrea Baranick, and Andrea Rugh, December 2002, 105 pp.
• Rodriguez, J.C., Simpson, H., Córdoba, L., & Heyman, C. (In process.) Diagnóstico del uso y necesidades de información de calidad para gerencia educativa en el Ministerio de Educación de El Salvador (Study of uses and needs of information about educational quality for the Ministry of Education in El Salvador). San Salvador, El Salvador: EQUIP1, Proyecto EXCELL.
• Heyman, C. (2004). “The job acquisition process: Social structure, undergraduate resources, and college-to-work transitions.” In Susan Paik (Ed.), Advancing Educational Productivity: Policy Implications from National Databases. Greenwich, CT: Information Age Publishing, Inc., pp. 123-152.
• Heyman, C., and Santilla-Crisafulli, G. (2003, September). “Chapter One: Introduction.” In Exploring Factors that Influence Teaching and Learning: Collection of Selected Studies using the IEQ/Malawi Longitudinal Data 1999-2002, Volume II. Washington, DC: Improving Educational Quality Project, pp.3-7.
• Heyman, C., Jessee, C., and Winicki, F. (2003, September). “Chapter Two: Primary Education in Mangochi and Balaka.” In Exploring Factors that Influence Teaching and Learning: Collection of Selected Studies using the IEQ/Malawi Longitudinal Data 1999-2002, Volume II. Washington, DC: Improving Educational Quality Project, pp.9-18.
• Kamangira, Y., Zembeni, G., Heyman, C., Winicki, F., Jessee, C., and Santilla-Crisafulli, G. (2003, September). “Chapter Four: Teacher Qualifications, Classroom Practices, Classroom Resources, and Pupil Learning.” In Exploring Factors that Influence Teaching and Learning: Collection of Selected Studies using the IEQ/Malawi Longitudinal Data 1999-2002, Volume II. Washington, DC: Improving Educational Quality Project, pp.43-60.
• Brush, L., Heyman, C., Provasnik, S., et al. (2002, March). “Qualitative Report: Description and Analysis of the USAID Girls’ and Women’s Education Activity Projects in Guatemala, Morocco and Peru.” Washington, DC: Office for Women and Development, U.S. Agency for International Development.
• Kohn, M.L., Zaborowski, W., Janicka, K., Khmelko, V., Mach, B.W., Paniotto, V., Slomczynski, K.M., Heyman, C., and Podobnik, B. (2002, December). “Location in the economy and personality under conditions of radical social change: A comparative analysis of Poland and Ukraine” Social Psychology Quarterly 65(4):364-385.
• Heyman, C., and Salinger T. (2002, Winter). “Notes on Evaluation: Guidelines and Caveats” Thinking Classroom3(1):15-24.
• Malawi Education Support Activity. (October 2003) Standard 3 Gain Score Study Report for 2003. Zomba, Malawi: American Institutes for Research
• Jessee, C.L., Mchazime, H., Dowd, A.J., Winicki, F., Harris, A., and Schubert, J. (September 2003). Exploring Factors that Influence Teaching and Learning: Summary Findings from the IEQ/Malawi Longitudinal Study 1999-2002. Washington DC: American Institutes for Research.
• Heyman, C., Jessee, C.L., and Winicki, F. (September 2003). Primary Education in Mangochi and Balaka. In IEQ/Malawi Team’s Exploring Factors that Influence Teaching and Learning: Collection of Selected Studies Using the IEQ/Malawi Longitudinal Data 1999-2002. Washington DC: American Institutes for Research.
• Harris, A., Jessee, C.L., Chilora, H., and Mchazime, H. (September 2003). Language Policy and Education in Malawi. In IEQ/Malawi Team’s Exploring Factors that Influence Teaching and Learning: Collection of Selected Studies Using the IEQ/Malawi Longitudinal Data 1999-2002. Washington DC: American Institutes for Research.
• Kamingira, Y., Zembini, G., Heyman, C., Winicki, F., Jessee, C., and Santilla-Crisafulli, G. (September 2003) Teacher Qualifications, Classroom Practices, Classroom Resources, and Pupil Learning. In IEQ/Malawi Team’s Exploring Factors that Influence Teaching and Learning: Collection of Selected Studies Using the IEQ/Malawi Longitudinal Data 1999-2002. Washington DC: American Institutes for Research.

"EQ Review": EQ Review is a bimonthly newsletter published by USAID’s EQUIP1 to share knowledge about issues fundamental to improving educational quality and to communicate the successes, challenges, & lessons learned by USAID Missions. To date, four issues have been published:

• Life Skills Curricula Vol. 2, No. 3. July 2004
• Cluster Schools & Teacher Professional Development Vol. 2, No. 2. April 2004
• Food Assisted Education Vol. 2, No. 1. February 2004
• Continuous Assessment Vol. 1, No. 1. December 2003

"EQUIP Information Communications Center Guidelines" Authored by the EICC, April 2004. 10 pages.

"Exchanges" videoconference series recorded at Howard University:

1. Continuous Assessment - December 11, 2003
   The purpose was to generate more understanding about current thinking in instructional practices by utilizing the experiences of EQUIP1 Chiefs of Party and their field-based teams. More than 40 people participated from five countries. Running time – 2 hours
2. Food Assisted Education - March 22, 2004
   The specific objectives of the GDLN videoconference on Food Assisted Education were: to provide an opportunity to broadly share state of the art examples of school feeding and food assisted education programs in both development and crisis settings and to identify emerging issues for further study and to agree upon the content and methodology for further research and study. Running time – 2 hours
3. School-Based & Cluster Teacher Development - June 2, 2004
   Through the videoconference linkage, groups of specialists in Malawi, Namibia, Ethiopia and El Salvador with wide experience in various forms of school-based in-service shared their knowledge with each other and with a group of specialists in Washington who are seeking to learn about effective practice in the field as well as contribute information on their experience in this critically important area of education quality. Running time – 2 hours