Tj D’agostino
Biographic Data
| ID | 4429050 |
|---|---|
| NAME | Tj D’agostino |
| GIVEN NAMES | Tj |
| FAMILY NAME | D’agostino |
| SIGNATURE | D’AGOSTINO T |
| AFFILIATIONS | University of Notre Dame |
| ORCID | 0000-0002-2724-7527 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Proving what’s possible: Tracing the generation of political priority for bilingual education in Senegal
This article contributes to understanding how and why first language-based multilingual education (L1-based MLE) policy is politically prioritized on national agendas in low- and middle-income multilingual countries. Given growing evidence of the efficacy of L1-based MLE in improving learning outcomes, but its relatively rare adoption or implementation at scale, the issue of the generation of political priority is a central question. This article…
Unveiling the Learning Crisis: Understanding the Reading Comprehension Challenges in Multilingual Contexts
This study explores the underlying component reading skills that explain reading comprehension challenges faced by learners in multilingual settings who are instructed in a language in which they may or may not have oral language proficiency. Using data collected in the Philippines, Rwanda, and Kenya, we apply a two-step latent class analysis to first identify students with reading comprehension difficulties and then characterize their distinct s…
Policy in name only: Explaining the failure to generate political priority for L1-based multilingual education in Kenya
Seeing emerging comprehenders: Refining reading comprehension assessment in international contexts
Faith-based education and development: Opportunities, challenges, and controversies
Why the Philippines reversed its mother-tongue instruction policy: Tracing the erosion of political priority for first language-based education in the Philippines
Explaining Variation in Treatment Effects: An Impact Evaluation and Mixed-Methods Study of Variation in Early Grade Reading Program Effects
This article contributes to understanding the effectiveness of early grade reading interventions in low-income-country contexts and how and why such interventions vary in their effectiveness across schools. It presents the results from an impact evaluation of an early grade reading intervention in Haiti with a mixed-methods analysis of factors that explain variation in program effects. We study program impact using a randomized controlled trial e…
How integration changed us: The long-term impact of socio-economic school integration
Safety, Belonging, and Forgiveness: Exploring the Role of Faith-Based Educational Organizations in Mitigating Gang Violence in Central America and the Caribbean
Comparative Educational Pluralism: A Framework for Comparative Policy Analysis
Reforming School Choice Systems to Reduce Segregation in Schools: A Comparative Political Economy Study of Education Reform in Belgium, Chile, and the Netherlands
Educational Pluralism and Social Cohesion: A Themed Issue of the Peabody Journal of Education
Examination reform for higher order thinking: A case study of assessment-driven reform in Uganda
The Machuca experience: A retrospective case study of school-based socio-economic integration
What’s faith got to do with it? A scoping study on local faith communities supporting child development and learning
Improving Reading Instruction and Students’ Reading Skills in the Early Grades: Evidence From a Randomized Evaluation in Haiti
In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low‐income and fragile contexts. Read to Learn, an early‐grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students’ reading skills. Students were given learning materials in their mother tongue, teachers were provided with training a…
Faith-Based Education in Changing Social, Economic, and Political Contexts: Perspectives from Catholic Educators in Kenya
One prominent issue in developing education systems globally has been the relation between state and non-state actors. In this country case study, we explore how social, economic, and political changes in Kenya are impacting the mission, focus, and operations of faith-based—and specifically Catholic—schools. Drawing primarily from four focus group discussions with head teachers from 36 government-aided, Catholic-sponsored primary schools, we expl…
Precarious values in publicly funded religious schools: The effects of government-aid on the institutional character of Ugandan Catholic schools
Precarious values in publicly funded religious schools: The effects of government-aid on the institutional character of Ugandan Catholic schools
Reforming School Choice Systems to Reduce Segregation in Schools: A Comparative Political Economy Study of Education Reform in Belgium, Chile, and the Netherlands
Faith-Based Education in Changing Social, Economic, and Political Contexts: Perspectives from Catholic Educators in Kenya
One prominent issue in developing education systems globally has been the relation between state and non-state actors. In this country case study, we explore how social, economic, and political changes in Kenya are impacting the mission, focus, and operations of faith-based—and specifically Catholic—schools. Drawing primarily from four focus group discussions with head teachers from 36 government-aided, Catholic-sponsored primary schools, we expl…
The Machuca experience: A retrospective case study of school-based socio-economic integration
What’s faith got to do with it? A scoping study on local faith communities supporting child development and learning
How integration changed us: The long-term impact of socio-economic school integration
Comparative Educational Pluralism: A Framework for Comparative Policy Analysis
Educational Pluralism and Social Cohesion: A Themed Issue of the Peabody Journal of Education
Examination reform for higher order thinking: A case study of assessment-driven reform in Uganda
Improving Reading Instruction and Students’ Reading Skills in the Early Grades: Evidence From a Randomized Evaluation in Haiti
In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low‐income and fragile contexts. Read to Learn, an early‐grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students’ reading skills. Students were given learning materials in their mother tongue, teachers were provided with training a…
Precarious values in publicly funded religious schools: The effects of government-aid on the institutional character of Ugandan Catholic schools
Faith-Based Education in Changing Social, Economic, and Political Contexts: Perspectives from Catholic Educators in Kenya
One prominent issue in developing education systems globally has been the relation between state and non-state actors. In this country case study, we explore how social, economic, and political changes in Kenya are impacting the mission, focus, and operations of faith-based—and specifically Catholic—schools. Drawing primarily from four focus group discussions with head teachers from 36 government-aided, Catholic-sponsored primary schools, we expl…
What’s faith got to do with it? A scoping study on local faith communities supporting child development and learning
Improving Reading Instruction and Students’ Reading Skills in the Early Grades: Evidence From a Randomized Evaluation in Haiti
In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low‐income and fragile contexts. Read to Learn, an early‐grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students’ reading skills. Students were given learning materials in their mother tongue, teachers were provided with training a…
Examination reform for higher order thinking: A case study of assessment-driven reform in Uganda
The Machuca experience: A retrospective case study of school-based socio-economic integration
Explaining Variation in Treatment Effects: An Impact Evaluation and Mixed-Methods Study of Variation in Early Grade Reading Program Effects
This article contributes to understanding the effectiveness of early grade reading interventions in low-income-country contexts and how and why such interventions vary in their effectiveness across schools. It presents the results from an impact evaluation of an early grade reading intervention in Haiti with a mixed-methods analysis of factors that explain variation in program effects. We study program impact using a randomized controlled trial e…
How integration changed us: The long-term impact of socio-economic school integration
Safety, Belonging, and Forgiveness: Exploring the Role of Faith-Based Educational Organizations in Mitigating Gang Violence in Central America and the Caribbean
Comparative Educational Pluralism: A Framework for Comparative Policy Analysis
Reforming School Choice Systems to Reduce Segregation in Schools: A Comparative Political Economy Study of Education Reform in Belgium, Chile, and the Netherlands
Educational Pluralism and Social Cohesion: A Themed Issue of the Peabody Journal of Education
Unveiling the Learning Crisis: Understanding the Reading Comprehension Challenges in Multilingual Contexts
This study explores the underlying component reading skills that explain reading comprehension challenges faced by learners in multilingual settings who are instructed in a language in which they may or may not have oral language proficiency. Using data collected in the Philippines, Rwanda, and Kenya, we apply a two-step latent class analysis to first identify students with reading comprehension difficulties and then characterize their distinct s…
Policy in name only: Explaining the failure to generate political priority for L1-based multilingual education in Kenya
Seeing emerging comprehenders: Refining reading comprehension assessment in international contexts
Faith-based education and development: Opportunities, challenges, and controversies
Why the Philippines reversed its mother-tongue instruction policy: Tracing the erosion of political priority for first language-based education in the Philippines
Proving what’s possible: Tracing the generation of political priority for bilingual education in Senegal
This article contributes to understanding how and why first language-based multilingual education (L1-based MLE) policy is politically prioritized on national agendas in low- and middle-income multilingual countries. Given growing evidence of the efficacy of L1-based MLE in improving learning outcomes, but its relatively rare adoption or implementation at scale, the issue of the generation of political priority is a central question. This article…
Political science (10 works) · Psychology (9 works) · Sociology (9 works) · Pedagogy (7 works) · Economics (5 works) · Law (5 works) · Politics (5 works) · Faith (4 works) · Global Educational Policies and Reforms (4 works) · Multilingual Education and Policy (4 works)