COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht Gandarillas, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 38(2), 1-17, 2020)
La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.
Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY
Keywords: ⛔ No DOI found

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 2020)
The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.
KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF
Keywords: ⛔ No DOI found

SALCAB | Home - SALCAB (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:7LEIDSTB

Coronavirus: Edtech unicorn BYJU’S free offer sees 150% jump in new students - Sangwan, Sujata (2020)
The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.
Library Catalog: yourstory.com Section: Edtech KerkoCite.ItemAlsoKnownAs: 2339240:VRC6PFJK 2405685:JRCPS8TT

Averting an Education Catastrophe for the World’s Children - Save Our Future (Save Our Future, 2020)
Education faces a triple threat: 90% of children in the world have had their education interrupted due to COVID-19. This...
KerkoCite.ItemAlsoKnownAs: 2339240:4AULX344 2339240:RENP5KKC 2339240:YMVZHQGD 2405685:CKAHAT9D 2405685:Q49R84ZM 2405685:T95RE4K7

Protect a generation: The impact of Covid19 on children’s lives - Save the Children (Save the Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EHFLZK6Q 2405685:QDUHFQZC

SchoolGate | Home - SchoolGate (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:MPKF37CS

Opportunities and challenges in using online learning to maintain continuity of instruction in K-12 schools in emergencies - Schwartz, H; Ahmed, F; Leschitz, J T; Uzicain, A; Uscher-Pines, L (2020)
Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.
KerkoCite.ItemAlsoKnownAs: 2405685:IZCKM5AZ
Keywords: Blended Learning; Disasters; Distance Learning; Hurricanes; Influenza

Moving online : Creating effective tasks for analysis of teaching evidence - Schwartz, Jonathan; Mahiko, Joy (EdMedia + Innovate Learning 2020 Online, 2020)
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.
KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F
Keywords: ⛔ No DOI found

World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi - Schweik, Charles M.; Meyer, Carl; Chinkondenji, Pempho; Smith, Jeremy; Mchenga, Promise (World Development Perspectives, 2020)
Publisher: Elsevier shortDOI: 10/ghgn56 KerkoCite.ItemAlsoKnownAs: 10/ghgn56 2405685:C2FTH5HS

“Virtual Nagging”: Comprehension-based external regulation and success support for online learners - Semingson, Peggy; Owens, Dana; Kerns, William (SITE 2020, 2020)
Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh & Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key
KerkoCite.ItemAlsoKnownAs: 2405685:DNTWWN8Q
Keywords: Distance/Flexible Education; Instructional Design; ⛔ No DOI found

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y5AL4GBH 2405685:CL5T3HVF

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BFQBRATB 2405685:PS758V8V

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17483107.2019.1604829 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1604829 2339240:4RW4RDTW 2405685:W56E2AD8
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Sisimpur | Sesame Workshop - Sesame Workshop (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KVF62JP5 2405685:VI6BNSHZ 4803016:IRMRT8SQ

E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal - Shamim Miah, A.S.M; Rasel Kabir, Md; Sultana, Sarmin (Contemporary Research in Education and English Language Teaching, 2020)
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.
KerkoCite.ItemAlsoKnownAs: 10.33094/26410230.2020.21.16.35 10/gj37h5 2339240:A7RYDPHH 2405685:KVRAQU2P

Significance of Radio and Television Learning Programmes on the Academic Achievement of Learners during COVID-19 Lockdown in Maiduguri, Borno State, Nigeria - Shettima, Y; Makinta, A W; Tomsu, S M (International Journal of Innovative Information Systems & Technology Research, 2020)
This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P>0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P>0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P>0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country.
KerkoCite.ItemAlsoKnownAs: 2339240:6KC9UHJS 2405685:H6DXAQZY
Keywords: ⛔ No DOI found

Guessing or solving? Exploring the use of motion features from educational game logs - Shin, Hyunjin; Kim, Bugeun; Gweon, Gahgene (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.
KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU
Keywords: educational game; guessing behavior; learning analytics; motion features; touch log

The use of technology to continue learning in Palestine disrupted with COVID-19 - Shraim, Khitam; Crompton, Helen (Asian Journal of Distance Education, 2020)
This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2405685:5RN8D4UA 2405685:6HK5A9NC
Keywords: Online learning; technology; COVID-19; pandemic; emergency remote teaching; covid-19; emergency remote teaching; online learning; pandemic; technology; ⛔ No DOI found

Fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking - Shukia, Richard (Huria: Journal of the Open University of Tanzania, 2020)
This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:6RMCK4LX 2405685:PNIU3NYC 4656463:7B2HMMKG
Keywords: Fee-free education policy; basic education; policy implementation and Tanzania; ⛔ No DOI found

Understanding the first and second digital divides in rural Bangladesh: internet access, online skills, and usage - Siddiquee, Muhammad Shahadat Hossain; Islam, Md. Saiful (BRAC Institute of Governance and Development (BIGD), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:H7E4MIUY 2405685:82R7AZNN

Background paper for the Inclusion and Education: Role of non-government organisations as providers of and advocates for inclusive education - Singal, N (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RJP6SHZW 2405685:7IK2C6NW

Rapid Review of Assistive Technologies for Persons with Disability in India - Singh, Suneeta; Tomar, Manika; Mahendra, Vaishali S (Amaltas Consulting Private Ltd, 2020)
The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response
KerkoCite.ItemAlsoKnownAs: 2339240:VYF37XAM 2405685:MZX67MYD

Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education - Sintema, Edgar John (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.
KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/7893 2405685:K39RXN35
Keywords: COVID-19; Mathematics education; STEM subjects; Zambia

Our Work - Siyavula (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZW9VCC9E 2405685:VIRNTJP9

Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 - Skoll Foundation (2020)
Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies
EdTechHub.Source: 2129771:X8MZMPUI KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2339240:7WIWVAEE 2405685:MIE53XIS

Hacking Tangerine for Covid-19: more than just data collection - Slade, Timothy (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JBKIQHF5 2486141:5DNFKXTP

Early Grade Reading Evaluation in Ghana: Unprecedented Results and Policy Impacts - Social Impact (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QH4KTW9X

Using digital technologies to re-imagine cash transfers during the Covid-19 crisis - Soon-Shiong, Nika; Qhotsokoane, Tebello; Phillips, Toby (University of Oxford, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XN8NAIVK 2405685:MCN3V6ZZ

South Sudan COVID 19 Preparedness and Response Plan 2020 - South Sudan Education Cluster (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ED3495VC 2405685:6WWWVH6V

The Race between Teacher Wages and the Budget - Spaull, Nic; Lilenstein, Adaiah; Carel, David (Research on Socioeconomic Policy (RESEP) Stellenbosch University, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VXU7ZM9N 2405685:8799HNXM 4656463:XQTA5NKP
Keywords: ⛔ No DOI found

A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment - Spence, A (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8EVJPNUI 2405685:YDMCRHI6

Kenya Basic Education COVID-19 Emergency Response Plan - State Department of Early Learning and Basic Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:REVZSN4B

Mobile Distance & Hybrid Education Solutions - Steinmetz, Marisa Giulia Kyra Solveigh Carolin (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:87G5SZHC 2405685:L5HM7Q3W

Gender-inclusive HCI research and design: A conceptual review - Stumpf, Simone; Peters, Anicia; Bardzell, Shaowen; Burnett, Margaret; Busse, Daniela; Cauchard, Jessica; Churchill, Elizabeth (Foundations and Trends® in Human–Computer Interaction, 2020)
Gender-Inclusive HCI Research and Design: A Conceptual Review
Publisher: Now Publishers, Inc. KerkoCite.ItemAlsoKnownAs: 10.1561/1100000056 2339240:2TSP92PG 2405685:QH4WY97J

Contexts of School and Pastoralist Family Communication in Rural Mongolia: An Ecological Model - Sukhbaatar, Batdulam (University of Szeged, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ST2DQJ3J 2405685:RPCLXRBV

White paper Online proctoring. Questions and answers about remote proctoring. | SURF.nl - SURF (SURF, 2020)
Online proctoring (or invigilation) offers opportunities for international and flexible education.
KerkoCite.ItemAlsoKnownAs: 2339240:VS3SPUUD 2405685:S74MUBA2

Ethical Considerations of Conducting Systematic Reviews in Educational Research - Suri, Harsh (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_3 2339240:DDKKD44X 2405685:BJ7HJNYK 2405685:JETVW5EF 2405685:UE5QR8M6

Mobile Minute: Global Classrooms Rely on Education Apps As Remote Learning Accelerates - Sydow, Lexi (App Annie, 2020)
Library Catalog: www.appannie.com KerkoCite.ItemAlsoKnownAs: 2339240:H445R5CL 2405685:B8X54Z7D

The Global Girlhood Report 2020: How COVID-19 is putting progress in peril - Szabo, Gabrielle; Edwards, Jess (Save The Children, 2020)
zotzenLib.CopiedFrom: 2339240:IAJRKWHS KerkoCite.ItemAlsoKnownAs: 2339240:IAJRKWHS 2405685:3WY5JKH3 2405685:GI2SM8DU
Keywords: ___working_potential_duplicate

Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education - Szente, Judit (Journal of Technology and Teacher Education, 2020)
This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment.
KerkoCite.ItemAlsoKnownAs: 2405685:QBMYTTSJ
Keywords: Access to Computers; Communicable Diseases; Disease Control; Distance Education; Early Childhood Teachers; Educational Technology; Faculty Development; Family Involvement; Online Courses; Preschool Children; Preservice Teacher Education; Technological Literacy; Toddlers; ⛔ No DOI found

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
shortDOI: 10/ggtbqz KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 10/ggtbqz 2339240:657SIDHS 2405685:UNCYZZY6
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

A qualitative inquiry of K-12 teachers experience with open educational practices - Tang, Hengtao (International Review of Research in Open and Distributed Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i3.4750 2405685:EEV3GZ4F

Quarterly Communication Statistics January-March 2020 - Tanzania Communications Regulatory Authority (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NLKYN8IL 2405685:S3VMTZDL

Unlock Education for All: Focus on Children Furthest Behind - Taulo, Wongani Grace; Bergmann, Jessica; Dreesen, Thomas; Nugroho, Dita (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PH8HEKCC 2405685:3KBXL6BB

Teaching at the Right Level: Evidence - Teaching at the Right Level (Teaching at the Right Level, 2020)
Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...
KerkoCite.ItemAlsoKnownAs: 2339240:NNYRTKAL 2405685:9A8QL94P

National Policy on Teacher Management - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CLIEEVEU 2405685:XV88ZYD7

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2339240:QSY3I4ZA 2405685:M6F97ARN 2405685:RFT2PNDX 4556019:49UIZ3SU
Keywords: _C:Sierra Leone SLE

TelOne | Home - TelOne (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:CBSKL2WY

Factors That Affect Grade Nine Students in Rawalpindi, Pakistan - Terry, Marion; Malik, Amjad; Chohan, Bushra (2020)
In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.
ISSN: EISSN- Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:YJZAA2FL 2405685:C9ETASW6
Keywords: Academic Achievement; Adolescents; Correlation; Extracurricular Activities; Foreign Countries; Gender Differences; Grade 9; Handheld Devices; High School Students; Leisure Time; Parent Child Relationship; Peer Relationship; Self Concept; Student Behavior; Telecommunications; Video Games

About us - TESSA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:46UZDFF4

Education PS dismissal draws mixed reactions - The Citizen (The Citizen, 2020)
Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...
KerkoCite.ItemAlsoKnownAs: 2339240:T5JI6JBW 2405685:72YESR3V

How covid-19 is interrupting children’s education - The Economist (The Economist, 2020)
Almost a billion children have seen their schools close
KerkoCite.ItemAlsoKnownAs: 2339240:XDKMUTEZ 2405685:9WE5ZGTX

EdTech Hub Strategy: Mitigating the impact of COVID-19 on equitable education access and learning - The EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z9NRHELL 2405685:ID5A529H

Developing a Shared Vision of Ethical AI in Education: An invitation to participate - The Institute of Ethical AI in Education (University of Buckingham, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:WVH49MCW

The National Treasury and Planning (@KeTreasury) - The National Treasury and Planning (Twitter, 2020)
Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2405685:X4JIFPPY

TESSA - The Open University (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UI76E623

Inclusive considerations for optimal online learning in times of disasters and crises - Thompson, Kim M; Copeland, Clayton (Information and Learning Science, 2020)
Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0083 2405685:348CQHBQ
Keywords: Course design; Diversity; Equity; Evidence-based practice; Inclusion; Inclusive pedagogy; Learning environment; Universal design for learning; pedagogy

The potential of research for professional development in isolated settings during the COVID-19 crisis and beyond - Trikoilis, Dionysios; Papanastasiou, Elena (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19
KerkoCite.ItemAlsoKnownAs: 2405685:PD2DN9DB
Keywords: Access to Education; Communicable Diseases; Disease Control; Educational Research; Educational Technology; Faculty Development; Foreign Countries; Online Courses; Professional Isolation; Rural Areas; Technology Uses in Education; ⛔ No DOI found

Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic - Trust, Torrey; Whalen, Jeromie (Journal of Technology and Teacher Education, 2020)
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE
KerkoCite.ItemAlsoKnownAs: 2405685:MEIKQJP5
Keywords: Barriers; Communicable Diseases; Disease Control; Distance Education; Educational Technology; Elementary School Teachers; Faculty Development; Online Courses; Secondary School Teachers; Teacher Attitudes; Teacher Competencies; Technological Literacy; ⛔ No DOI found

1 Billion More Phones Than People In The World! - Turner, Ash (2020)
Library Catalog: www.bankmycell.com Section: Research KerkoCite.ItemAlsoKnownAs: 2405685:XKDR8EQX

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G5RD3H5K 2405685:NBWSSFLK
Keywords: ___working_potential_duplicate

What is Twaweza? - Twaweza (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CQSPERCD

Akili Impact Report 2016-2020 DRAFT - Ubongo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:88QFCGMK 2405685:MFVTZYGZ

Results - Ubongo Learning - Ubongo (2020)
Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life.
Library Catalog: www.ubongo.org KerkoCite.ItemAlsoKnownAs: 2339240:9V36SNBP 2405685:WUIZRFE3 4803016:XQUJYE3J

Ubongo Kids - Ubongo (2020)
Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:44562VH7 2405685:VZ7JWBG6 VZ7JWBG6

SDG: 4.1.4 – Completion rate (primary, lower secondary, upper secondary) - UIS (Technical Cooperation Group on the Indicators for SDG 4, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4Z75KDRA 2405685:X8AB9A6A X8AB9A6A

Policy brief: Education during COVID-19 and beyond - UN (United Nations, 2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:9PDCVQXN 2405685:L6KY3B3W

Fact Sheet: UN Joint Programme on Girls Education (JPGE) - UN Joint Programme on Girls Education (JPGE) (UNDP, UNFPA, and UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IVKJ8F9X 2405685:9H7TFIZX

Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region - UN Women (UN Women | Americas and the Caribbean, 2020)
Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region
KerkoCite.ItemAlsoKnownAs: 2339240:PRITE9MT 2405685:8JK9L2YK

Summary of Adoption of E-Commerce Legislation Worldwide - UNCTAD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KQ2TC86G 2405685:4PRYV8RM

Human Development Reports - UNDP (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7TS3DJI9

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X

School closures caused by Coronavirus (Covid-19) - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD
Keywords: ___working_potential_duplicate; auto_merged

Addressing the gender dimensions of school closures - UNESCO Digital Library - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2

Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development - UNESCO (Roscongress Building Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2

COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M4WMJYGZ 2405685:FNNYD47L

COVID-19 education response: Preparing the reopening of schools: resource paper - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJGZYPFF 2405685:SKFWA932

COVID-19 Impact on Education - UNESCO (UNESCO, 2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:9UEBWM9R 2339240:XHQUDKHH 2405685:8ZF2QQYZ 2405685:DAHHN3D5
Keywords: ___working_potential_duplicate

COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8PMPRXLC 2405685:EMKE5928

COVID 19: Senegal intends to ensure #LearningNeverStops - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:49IWYAZL 2405685:E6GENFZB

Distance learning solutions - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ

Global Education Monitoring Report 2020: Inclusion and Education - All Means All - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2405685:UGIHX9QY

Inclusion and education: all means all - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:EX9FXZIX

National learning platforms and tools - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC

Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...
Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6

2020 GEM Report – Inclusion and education – All means all - UNESCO GEM (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM

Using data to improve the quality of education - UNESCO IIEP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT

Education | Liberia - UNESCO Institute for Statistics (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:V5J8TBAB

International Standard Classification of Education (ISCED) - UNESCO Institute for Statistics (2020)
The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...
Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T

United Republic of Tanzania - UNESCO Institute for Statistics (UNESCO Institute for Statistics website, 2020)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ

UIS Statistics - UNESCO Institute of Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3

Situation Syria Regional Refugee Response - UNHCR (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EM8YXKEV

COVID-19 and School Closures: Are children able to continue learning - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YLD7BCG 2405685:ETEREUSH
Keywords: ___working_potential_duplicate

COVID-19 - Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries - UNICEF (United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KLTH456M 2405685:ULYCR69H

COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FS4EZIXW 2405685:9IHH348L

Education - UNICEF (2020)
Providing quality education to all
KerkoCite.ItemAlsoKnownAs: 2339240:QVPMBLYF 2405685:8E5BWWUM

Education cannot wait - UNICEF (2020)
Learning continues for students in KP despite the pandemic
KerkoCite.ItemAlsoKnownAs: 2339240:67L8WJ8A 2405685:PXJW4RJZ

Education: Giving Every Child the Right to Education - UNICEF (2020)
Providing quality education to all
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:DJFL3HFF 2405685:SHX8AVV4

GIGA - UNICEF (2020)
Connecting Every School to the Internet
KerkoCite.ItemAlsoKnownAs: 2339240:IPUR3NJK 2405685:D3FZ8VLM

Good governance of children’s data - UNICEF (2020)
Developing a manifesto to protect children’s data security and privacy
KerkoCite.ItemAlsoKnownAs: 2339240:KM2LMAZW 2405685:BTKMJNHX

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF (UNICEF Regional Office for South Asia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DW3BG6V7 2405685:3U4LSRU5

Malaysia – Empowering teachers to deliver blended learning after school reopening - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P

Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN

Opening Up Better Schools Toolkit - UNICEF (Humanitarian UNICEF, 2020)
The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.
KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3

Printed materials - Google Drive - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AKESBNEA 2405685:XWV5S6XE

Reimagine Education – Summary Case for Investment - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F2TZJVCY 2339240:PZUV47J2 2339240:XCF84QXK 2405685:ILKQWGXN 2405685:VRYJIY4N 2405685:XFYKJDMJ

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A6RXK3ZC 2405685:UG524M3N

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY

Review of Education Management Information Systems (emis) That Track Individual Student Data Summary Report - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B

How many children and young people have internet access at home - UNICEF; ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action
KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2

UN Flagship Report Disability. - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.
Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7

Human Development Reports - United Nations Development Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)
Library Catalog: uadf.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:UXGCRKTI

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FNIEIP9B

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - Universalia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z5GUHIPP 2405685:BJ22GNWE 4656463:3BTPTHP9

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (United Nations Educational, Scientific and Cultural Organisation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U63GPTMY 2405685:BAMFTKM9
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DT5Q8T2B 2405685:JDSSXW7Q

Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5BNC9GH2 2405685:FFCQB35X
Keywords: ⛔ No DOI found

2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 - USAID (United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9L542D8M 2405685:2GPSJK4R

Delivering Distance Learning in Emergencies: a review of evidence and best practice - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EYQZ8LE4 2339240:TJ98KHR9 2405685:4R3INTAZ 2405685:D8JL8DRY 2405685:IBRFNIH3

ICT4E How-To Note Final_Feb20.pdf - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PXBX9L8Z 2405685:XEZW582W

Language of Instruction Country Profile: South Africa - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX
Keywords: ⛔ No DOI found

USAID digital strategy - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC

USAID Digital Strategy - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H

USAID Partnership for Education - USAID (Global Reading Network, 2020)
The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.
Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Usawa Agenda (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:6G4KNTNK 2339240:7GF288YH 2339240:BD3UID9L 2339240:WYBYDRZG 2405685:6TSWSC6E 2405685:7Y76E5HD 2405685:BM28U98I 2405685:P2BSWX2Z 2405685:P4LU2G2I 2405685:SIP45PBA 2405685:ZEM2E9VL 2534379:WT5ZNQFS

Ustad Mobile – Access and share education content offline - Ustad (Ustad Mobile, 2020)
Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU

Covid-19 disrupts education in rural Bangladesh - Uttom, Stephan; Rozario, Rock (UCA News, 2020)
Pupils and teachers lament lack of access to online classes due to poverty
KerkoCite.ItemAlsoKnownAs: 2339240:Z2PZ4JBN 2405685:P9WN6HSY

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Uwezo (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:PTVHQ2D5 2405685:TH76XRZE 2486141:BZQ2UXSY 2486141:CQY2YYJL 2486141:LETIUFRS

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LQ8M2Y2F 2339240:ZHZWR78I 2405685:CPJK33KK 2405685:IG7E4BFK 4656463:YSPX2D76

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHZWR78I 2405685:CPJK33KK

Building back better: Education systems for resilience, equity and quality in the age of Covid-19 - Vu, B.T.; Savonitto, I.S. (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6ANV6VM6 2405685:8W2VVGVE

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Wagner, Emma; Warren, Hollie (Save The Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8X7L3VGQ 2405685:BFW6FWT3
Keywords: ___working_potential_duplicate

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (United States Agency for International Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:B3MXXXAW 2405685:GJU2GCWA

Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, - Walter, Torsten Figueiredo (Suntory and Toyota International Centres for Economics and Related Disciplines, LSE, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF

Can't Wait To Learn - War Child Holland (Warchild English, 2020)
War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.
Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:CBSALBQW 2405685:6NAP3D84 4803016:Y5AT96Y9

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Warren, Hollie; Wagner, Emma (Save the Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBGZ94Y4 2405685:85S3XMRF
Keywords: ___working_potential_duplicate

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BU58QF73

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q
Keywords: ⛔ No DOI found

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB
Keywords: Tanzania; ___working_potential_duplicate; cost effectiveness; educational television; mathematics; ⛔ No DOI found

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment - Weibel, Mette; Nielsen, Martin Kaj Fridh; Topperzer, Martha Krogh; Hammer, Nanna Maria; Møller, Sarah Wagn; Schmiegelow, Kjeld; Bækgaard Larsen, Hanne (Nursing Open, 2020)
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
KerkoCite.ItemAlsoKnownAs: 10.1002/nop2.471 2405685:HSK4CHVU
Keywords: cancer; childhood illness; education; school nursing; technology

COVID-19: the gendered impacts of the outbreak - Wenham, Clare; Smith, Julia; Morgan, Rosemary (The Lancet, 2020)
shortDOI: 10/ggn4fk KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)30526-2 10/ggn4fk 2339240:DUMYFHDA 2339240:J9ZVBKUP 2405685:3R473GMC 2405685:5MVFXWBS 2405685:DJY58IYS 2405685:M79Q6JZE
Keywords: ___working_potential_duplicate

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP
KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB

Considerations for school-related public health measures in the context of COVID-19 - WHO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GC8PDTDM 2405685:F2IUF95K

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:B8IZDFQY 2405685:WF23ZI96

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (Journal of Catholic Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:VTHGQYRD
Keywords: ⛔ No DOI found

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:ED49M4TS

How many women work in STEM? - Wood, Johnny (World Economic Forum, 2020)
Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.
KerkoCite.ItemAlsoKnownAs: 2339240:PKLNKNTV 2405685:CTEECTKM

What has the XPrize done for us lately? - Woollaston, Victoria (Engineering & Technology, 2020)
Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.
KerkoCite.ItemAlsoKnownAs: 2339240:E2ENKVDX 2405685:JDAUZTS6

15 Ways to Support Young Children and their Families in the COVD-19 Response - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PQHEWVUR

Access to electricity (% of population) - Kenya - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FZJ5Q2NE

Bangladesh - COVID 19 School Sector Response Project (English) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KGIQQEBE 2405685:IKNKMG2R

Children out of school, primary - Latin America & Caribbean | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3PLFWVKX 2405685:5A9JKZMJ

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ZE34D622 4042040:VSZTKCHW

Education Statistics | Education Expenditures - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q727WSWG 2405685:692ABNRY

Educational television during COVID-19: How to start and what to consider - World Bank (2020)
Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:Q3R544P2

Guidance Note: Remote Learning and CVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank, 2020)
Examples of how countries are using edtech to support remote learning under COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:32HB6XZZ 2339240:4BZJ4AIG 2339240:EX5BNITY 2339240:PBQ9WI2Z 2339240:WR9PK27B 2405685:57383Q46 2405685:773AJIR4 2405685:8HY8ZHY3 2405685:BAGXUAR8 2405685:RGLRHG75
Keywords: ___working_potential_duplicate

Human Capital Index - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:67H7ELJ3 2405685:2DSQB34Y

Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil - World Bank (2020)
Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6L449459 2405685:I3B7KICU

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 2405685:RFVHGC9Z 4556019:CI8YJ5UC

Inclusive Education Initiative: Transforming Education for Children with Disabilities - World Bank (Google Docs, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GUNXMV3L 2405685:M7LQS8IF

Individuals using the Internet (% of population) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z82G958L 2405685:M4U76X5Y

Individuals using the Internet (% of population) | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FY5J3X7V 2405685:JHUYLCSJ

Individuals using the Internet (% of population) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:DKKG4SV7 2486141:KI5BM73N

Individuals using the Internet (% of population) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9MJG8PL5 2486141:SKUJJ8WM

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)
shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties
Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5WIXQ64G 2405685:VH8YUZEG

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX