Full Library 6,093 resources
Who is responsible for E-Learning Success in Higher Education? A Stakeholders’ AnalysisWagner, N., Hassanein, K., & Head, M. - 2008
Who’s teaching math to our most needy students? A descriptive studyRosas, C., & Campbell, L. - 2010 - Teacher Education and Special Education, 33(2), 102–113
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under...
Who’s Wired and Who’s Not: Children’s Access to and Use of Computer TechnologyBecker, H. - 2000 - The Future of Children / Center for the Future of Children, the David and Lucile Packard Foundation, 10, 44–75
As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of...
Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022Alliance for Digital India Foundation - 2022
If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data.
Why COVID-19 has increased the urgency to reach women with mobile technologyLindsey, D. - 2020 - GSMA
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.
Why do we care about evidence synthesis? An introduction to the special issue on systematic reviewsWhite, H., & Waddington, H. - 2012 - Journal of Development Effectiveness, 4(3), 351–358
Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we...
Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun MenJamal, A. - 2016 - SAGE Open
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...
Why is flipped learning so popular in schools?Promethean Blog - 2016, September 14 - ResourcED: Promethean Blog
With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.
Why people use and don’t use technologies: Introduction to the special issue on assistive technologies for cognition/cognitive support technologiesScherer, M. J., & Federici, S. - 2015 - NeuroRehabilitation, 37(3), 315–319
This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are...
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
Why the COVID crisis is not Edtech’s moment in AfricaCrawfurd, L. - 2020 - Center For Global Development
With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.
Why the COVID Crisis Is Not EdTech’s Moment in Africa [repost]CrawFurd, L. - 2020, May 20 - Open Development & Education
Why the World Needs a Curriculum Alignment Hub [Working Paper]Chandra, S. - 2020 - Learning Equality
Why wait 100 Years? Bridging the gap in global educationWinthrop, R., & McGiveney, E. - 2015 - The Brookings Institution
Why we started R4D’s evaluation & adaptive learning practiceArkedis, Jean - 2019, October 17 - Results for Development
R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.
Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired.Nuttaya, I.-K., & Surachai, S. - N.D.
Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported LicenseWikipedia - 2019 - In Wikipedia
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