Takao Maruyama
Biographic Data
| ID | 3710314 |
|---|---|
| NAME | Takao Maruyama |
| GIVEN NAMES | Takao |
| FAMILY NAME | Maruyama |
| SIGNATURE | MARUYAMA T |
| AFFILIATIONS | Hiroshima University |
| ORCID | 0000-0002-4314-2389 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Using data for decision-making and practice in programs for educational development
While evidence indicates promising strategies to address the learning crisis in low- and middle-income countries, their effectiveness in practice largely depends on the quality of program implementation. Data constitutes an essential foundation for development cooperation agencies to deliver programs of quality. This study investigates how a development cooperation agency can systematically collect and use data through a case study of the Indian …
Developing Collective Impact to Improve Foundational Learning
To address the severe learning crisis in Africa, the improvement of foundational learning is a priority policy issue. In Madagascar, the Ministry of Education began scaling up the training on the pedagogical approach, called Teaching at the Right Level (TaRL), in primary education. This training was part of a package of interventions that aimed at strengthening the capacity of the school management committee (SMC) to develop collaboration between…
Developing Textbooks to Improve Math Learning in Primary Education
Although primary school enrollment in developing countries has rapidly increased since 1990, the quality of education has stagnated over the years. In teaching and learning practices, textbooks are an important intermediate that links curriculum, teachers, and students. Through a randomized controlled trial in El Salvador, this study evaluated the effect of a package of interventions including the distribution of textbooks that were carefully des…
Community-Wide Support for Primary Students to Improve Foundational Literacy and Numeracy
The learning crisis in sub-Saharan Africa is alarming. More than 80% of primary-school-age children are not mastering the basics of reading and math. A package of interventions to deliver remedial support for students through collaboration among parents, teachers, and community members was developed in Madagascar. The package was mainly composed of school management and pedagogical components, and each component comprises several interventions. T…
Using evidence to improve and scale up development program in education
Strengthening Support of Teachers for Students to Improve Learning Outcomes in Mathematics
The learning crisis in lower secondary education is profound. Evidence suggests that a structured pedagogy program that combines the distribution of teaching and learning materials with different interventions is an effective approach. Given a variety of possible combinations of interventions in a program, this study conducted a two-year-long experiment on additional interventions in a program for mathematics in El Salvador. The distribution of m…
Region-wide initiative to expand girls’ enrollment in primary education in Niger
In the 2000s, access to primary education for girls expanded rapidly in Niger. From 2006 to 2009, the gross intake ratio in the first grade of primary school increased by 30 percentage points. Local communities, educational offices, and other actors in a region undertook to expand girls’ enrollment and implemented mutually reinforcing activities. This study examines the impact of this region-wide initiative through an interrupted time-series anal…
Do remedial activities using math workbooks improve student learning? Empirical evidence from scaled-up interventions in Niger
A multivariate analysis of work–life balance outcomes from a large‐scale telework programme
A multivariate analysis identified six predictors to explain positive work–life balance (WLB) among 1,566 teleworkers. Time flexibility variables were found to be most dominant. Gender or having dependent children was not significant. These results demonstrated that controlling working hours was the most important ability for sampled teleworkers to achieve positive WLB
A multivariate analysis of work–life balance outcomes from a large‐scale telework programme
A multivariate analysis identified six predictors to explain positive work–life balance (WLB) among 1,566 teleworkers. Time flexibility variables were found to be most dominant. Gender or having dependent children was not significant. These results demonstrated that controlling working hours was the most important ability for sampled teleworkers to achieve positive WLB
Community-Wide Support for Primary Students to Improve Foundational Literacy and Numeracy
The learning crisis in sub-Saharan Africa is alarming. More than 80% of primary-school-age children are not mastering the basics of reading and math. A package of interventions to deliver remedial support for students through collaboration among parents, teachers, and community members was developed in Madagascar. The package was mainly composed of school management and pedagogical components, and each component comprises several interventions. T…
Do remedial activities using math workbooks improve student learning? Empirical evidence from scaled-up interventions in Niger
A multivariate analysis of work–life balance outcomes from a large‐scale telework programme
A multivariate analysis identified six predictors to explain positive work–life balance (WLB) among 1,566 teleworkers. Time flexibility variables were found to be most dominant. Gender or having dependent children was not significant. These results demonstrated that controlling working hours was the most important ability for sampled teleworkers to achieve positive WLB
Do remedial activities using math workbooks improve student learning? Empirical evidence from scaled-up interventions in Niger
Strengthening Support of Teachers for Students to Improve Learning Outcomes in Mathematics
The learning crisis in lower secondary education is profound. Evidence suggests that a structured pedagogy program that combines the distribution of teaching and learning materials with different interventions is an effective approach. Given a variety of possible combinations of interventions in a program, this study conducted a two-year-long experiment on additional interventions in a program for mathematics in El Salvador. The distribution of m…
Region-wide initiative to expand girls’ enrollment in primary education in Niger
In the 2000s, access to primary education for girls expanded rapidly in Niger. From 2006 to 2009, the gross intake ratio in the first grade of primary school increased by 30 percentage points. Local communities, educational offices, and other actors in a region undertook to expand girls’ enrollment and implemented mutually reinforcing activities. This study examines the impact of this region-wide initiative through an interrupted time-series anal…
Using evidence to improve and scale up development program in education
Developing Textbooks to Improve Math Learning in Primary Education
Although primary school enrollment in developing countries has rapidly increased since 1990, the quality of education has stagnated over the years. In teaching and learning practices, textbooks are an important intermediate that links curriculum, teachers, and students. Through a randomized controlled trial in El Salvador, this study evaluated the effect of a package of interventions including the distribution of textbooks that were carefully des…
Community-Wide Support for Primary Students to Improve Foundational Literacy and Numeracy
The learning crisis in sub-Saharan Africa is alarming. More than 80% of primary-school-age children are not mastering the basics of reading and math. A package of interventions to deliver remedial support for students through collaboration among parents, teachers, and community members was developed in Madagascar. The package was mainly composed of school management and pedagogical components, and each component comprises several interventions. T…
Using data for decision-making and practice in programs for educational development
While evidence indicates promising strategies to address the learning crisis in low- and middle-income countries, their effectiveness in practice largely depends on the quality of program implementation. Data constitutes an essential foundation for development cooperation agencies to deliver programs of quality. This study investigates how a development cooperation agency can systematically collect and use data through a case study of the Indian …
Developing Collective Impact to Improve Foundational Learning
To address the severe learning crisis in Africa, the improvement of foundational learning is a priority policy issue. In Madagascar, the Ministry of Education began scaling up the training on the pedagogical approach, called Teaching at the Right Level (TaRL), in primary education. This training was part of a package of interventions that aimed at strengthening the capacity of the school management committee (SMC) to develop collaboration between…
School Choice and Performance (8 works) · Poverty, Education, and Child Welfare (7 works) · Psychology (6 works) · Mathematics (4 works) · Mathematics education (4 works) · Early Childhood Education and Development (3 works) · Economic growth (3 works) · Economics (3 works) · Empirical evidence (3 works) · Epistemology (3 works)