Value for money and adaptive programming: Approaches, measurement and management - Laws, Ed; Valters, Craig (Overseas Development Institute (ODI), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M3LYTQTZ 2405685:TYR3WR4U

National Policy on Radical Inclusion in Schools - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5UGTMJFK 2405685:K5LB484Z

Gender Mainstreaming Strategic Plan in Education 2021–2025 - Ministry of Education, Youth and Sports, Royal Government of Cambodia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RHU8LCF2 2405685:BD9GLI2E

Africa: children out of primary school - Statista (2021)
As of 2019, 18.7 percent of children in primary-school-age were not enrolled in primary or secondary education in Sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:FY7GASPI 2405685:3ENXC6R5
Keywords: ⛔ No INSPIRE recid found

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC

Policy Linking for Measuring Global Learning Outcomes | Education Links - USAID (2021)
Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)
KerkoCite.ItemAlsoKnownAs: 2339240:VGYD2PE3 2405685:ZJJI7DL8

Kenya GPE 19 Learning Continuity in Basic Education Project - Implementation Status and Results Report - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PNX9ZBM7 2405685:LRBZ32RR

Comparative Study of Education Funding in Nigeria - Agbai, Edward; Okafor, Anthony; Egbedoyin, Funminiyi (2021)
This study provides a comparative review of education funding across geopolitical zones in Nigeria and draws a nexus between Nigeria’s budgetary allocation to education and some selected African countries. Education funding in Nigeria has lagged the UNESCO’s advised 15%-20% of the government's annual budget to education in the last three decades. We assess education funding across the six geopolitical zones between 2010 and 2019 using content analysis of the respective states. A review of the WAEC enrollment for states in each zone is performed to compare how education funding impacts WAEC enrollment in Nigeria. The study identifies a link between poverty and income inequality and education funding in Nigeria by leveraging data from the World Bank and Nigeria Bureau of Statistics (NBS) from 2001-2019. We identify low funding of education as the primary driver of poverty and inequality in Nigeria. The study recommends a diversified funding mechanism to enhance the sector's funding and improve the quality of education in the country.
KerkoCite.ItemAlsoKnownAs: 2339240:Y8VIFG7R 2405685:KHV64L6J
Keywords: Education Funding; Nigeria; Poverty and Inequality

COVID-19 and the surge of absenteeism in SA schools - ISSAfrica (ISS Africa, 2021)
The impact of higher-than-expected absence rates is significant and will be compounded by a third wave.
KerkoCite.ItemAlsoKnownAs: 2339240:UCM5WNR7 2405685:GD7MXME8

Education Finance Watch 2021 - Al-Samarrai, Samer; Cerdan-Infantes, Pedro; Bigarinova, Aliya; Bodmer, Juanita; Vital, Marianne Joy Anacleto; Antoninis, Manos; Bakarat, Bilal Fouad; Murakami, Yuki (World Bank Group, 2021)
Education Finance Watch 2021 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:NHKZM26P 2405685:EZIDC645

يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی - الله, نشرونکی امین (بااحساسه محصلين, 2021)
محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق) د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد د وړوکتوب
KerkoCite.ItemAlsoKnownAs: 2405685:SBGXS4W5 4042040:9A9Z5Y9Z

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN

The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study - Barron, Maria; Cobo, Cristobal; Munoz-Najar, Alberto; Sanchez Ciarrusta, Inaki (World Bank Blogs - Education for Global Development, 2021)
Despite the overwhelming consequences of the pandemic, this global crisis has also been an extraordinary time for learning.
KerkoCite.ItemAlsoKnownAs: 2339240:Q6F976QJ 2339240:UC2VMBYK 2405685:D3QRPSST 2405685:TZGSSJ5F
Keywords: ___working_potential_duplicate

A glimpse into the lived experiences and challenges faced of PWD students towards online learning in the Philippines amidst COVID-19 pandemic - Dianito, Ann Jesamine; Espinosa, Jomarie; Duran, Jimboy; Tus, Jhoselle (International Journal Of Advance Research And Innovative Ideas In Education, 2021)
Amidst the global pandemic, everyone is allowed to be vulnerable and heightened by burnout. But the most unheard and most vulnerable voices linger among persons with disabilities. Persons with disabilities (PWDs) are one of the concerns in society. But, social exclusions and biases put PWDs in a disadvantageous position. There has always been an issue in employment, social roles, and accessibility to education. These issues are eventually turning into self-doubt and feelings of inferiority, which are reasonable evidence suggesting that persons with disabilities received negative attitudes from non-PWD individuals. This study's primary goal is to explore the lived experiences of PWD Students towards online learning during the pandemic, specifically, describe their experiences, challenges faced, and coping mechanisms. Employing the Interpretative Phenomenological Analysis (IPA), the findings of the study were: (1) PWD students experienced social exclusions primarily in the rise of online learning during the pandemic. (2) Most of the PWD students were challenged by the limitations of assistive technologies and internet connectivity. (3) PWD students remained resilient because of having a healthy support system behind them.
KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.14033435.v1 2339240:7BJBAEKH 2405685:CFKEASTA
Keywords: ⛔ No INSPIRE recid found

FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.2: Synthesis - Guthrie, Gerard (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:XHXMGVY3

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (Zenodo, 2021)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 2339240:TTFT62A6 2405685:LNYTJDFW

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM
Keywords: Author:Haßler; _yl:a

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG
Keywords: Author:Haßler; _yl:b

Right to read: Joint efforts to provide books to minority-language learners - Thaung, Nyi Nyi; Gracie, Kristen (Education for All blog, 2021)
During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind.
KerkoCite.ItemAlsoKnownAs: 2405685:6ZQXE9WA 4042040:GJTQ6L6K

India’s public edtech broadcast system DIKSHA has a private bottleneck - Banerji, Olina (The Ken, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8VZS43UH 2405685:KYKN689Y

Improving secondary education in Sierra Leone - De, Sourovi; Durrani, Zara; Khurshid, Ayesha (Oxford Policy Management, 2021)
We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2405685:268JSEX2 2486141:EJ4VUWUC

Preprinting the COVID-19 pandemic - Fraser, Nicholas; Brierley, Liam; Dey, Gautam; Polka, Jessica K.; Pálfy, Máté; Nanni, Federico; Coates, Jonathon Alexis (bioRxiv, 2021)
The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.
Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK 2405685:WG9YMLGJ

Uganda: Students back to school, university in March - Kyeyune, Hamza (Anadolu Agency, 2021)
Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency
KerkoCite.ItemAlsoKnownAs: 2339240:2DZ7I775 2405685:WQR3CKZU

What do developing country governments learn from aid? Evidence from survey experiments with 900 education policymakers in 36 countries - Crawfurd, Lee; Hares, Susannah; Khan, Ayesha; Minardi, Ana; Sandefur, Justin (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GZJF6IU 2405685:3VT4H3Z4

Cochrane Rapid Reviews Methods Group offers evidence-informed guidance to conduct rapid reviews - Garritty, Chantelle; Gartlehner, Gerald; Nussbaumer-Streit, Barbara; King, Valerie J.; Hamel, Candyce; Kamel, Chris; Affengruber, Lisa; Stevens, Adrienne (Journal of Clinical Epidemiology, 2021)
ObjectivesTo develop methods guidance to support the conduct of rapid reviews (RRs) produced within Cochrane and beyond, in response to requests for timely evidence syntheses for decision-making purposes including urgent health issues of high priority.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2020.10.007 2339240:Q42ZR8QX 2405685:9HWTVHE9

Computer-assisted instruction tools: A model to guide use in low-and middle-income countries - Kaye, Thomas; Ehren, Melanie (International Journal of Education and Development using Information and Communication Technology, 2021)
Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area.
Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:A3WF6P6D 2339240:KUAK4YAL 2339240:XJJARH42 2405685:8H75L794 2405685:PB6US4IE 2405685:U97W3BR2
Keywords: ⛔ No DOI found

Cochrane Rapid Reviews Methods Group offers evidence-informed guidance to conduct rapid reviews - Garritty, Chantelle; Gartlehner, Gerald; Nussbaumer-Streit, Barbara; King, Valerie J.; Hamel, Candyce; Kamel, Chris; Affengruber, Lisa; Stevens, Adrienne (Journal of Clinical Epidemiology, 2021)
OBJECTIVES: To develop methods guidance to support the conduct of rapid reviews (RRs) produced within Cochrane and beyond, in response to requests for timely evidence syntheses for decision-making purposes including urgent health issues of high priority. STUDY DESIGN AND SETTING: Interim recommendations were informed by a scoping review of the underlying evidence, primary methods studies conducted, and a survey sent to 119 representatives from 20 Cochrane entities, who were asked to rate and rank RR methods across stages of review conduct. Discussions among those with expertise in RR methods further informed the list of recommendations with accompanying rationales provided. RESULTS: Based on survey results from 63 respondents (53% response rate), 26 RR methods recommendations are presented for which there was a high or moderate level of agreement or scored highest in the absence of such agreement. Where possible, how recommendations align with Cochrane methods guidance for systematic reviews is highlighted. CONCLUSION: The Cochrane Rapid Reviews Methods Group offers new, interim guidance to support the conduct of RRs. Because best practice is limited by the lack of currently available evidence for some RR methods shortcuts taken, this guidance will need to be updated as additional abbreviated methods are evaluated.
436 citations (Crossref) [2024-02-28] KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2020.10.007 2339240:WP6K2QWK 2405685:MLAZTXPT
Keywords: Decision-making; Evidence synthesis; Rapid review; Systematic review; ⛔ No INSPIRE recid found

Reimagining Girls' Education: Solutions to keep girls learning in emergencies - Guglielmi, Silvia; Jones, Nicola; Nicolai, Susan; Pereznieto, Paola; Plank, Georgia; Vu, Nhung; Sanchez-Tapia, Ingrid; Mackintosh, Alasdair (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:34NUHRTZ 2339240:8ZNTUL5A 2405685:MZB8Q7PA 2405685:TSIVULXP
Keywords: Access to Education; Barriers; Context Effect; Cost Effectiveness; Costs; Disadvantaged Youth; Distance Education; Educational Finance; Educational Technology; Emergency Programs; Equal Education; Evidence Based Practice; Females; Foreign Countries; Gender Bias; Inclusion; Intervention; Planning; Sex Fairness; Sex Stereotypes; Teaching Methods; Technology Uses in Education

Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers - Lichand, Guilherme; Wolf, Sharon (University of Zurich Department of Economics, 2021)
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.
Num Pages: 79 Number: 357 Publisher: University of Zurich KerkoCite.ItemAlsoKnownAs: 2339240:25SIYBSH 2405685:8JXUFKSH

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JUGDD7MG 2405685:CYTW2JQW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Transforming Education Service Delivery Through Evidence-Informed Policy and Practice - The Ministry of Basic and Senior Secondary Education (MBSSE) (The Ministry of Basic and Senior Secondary Education (MBSSE), 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4550561 2129771:49ZQ5QHA 2405685:F2VBE6CR

Digital Literacy in Education Systems across ASEAN - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8HH7L8U6 2405685:7QU4PJKQ

An open source machine learning framework for efficient and transparent systematic reviews - van de Schoot, Rens; de Bruin, Jonathan; Schram, Raoul; Zahedi, Parisa; de Boer, Jan; Weijdema, Felix; Kramer, Bianca; Huijts, Martijn; Hoogerwerf, Maarten; Ferdinands, Gerbrich; Harkema, Albert; Willemsen, Joukje; et al. (Nature Machine Intelligence, 2021)
To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.
Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287
Keywords: Computational biology and bioinformatics; Computer science; Medical research; SARS-CoV-2; _Added-ailr-2024

Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GK2Z7TZH 2405685:HJF56BG6

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8
Keywords: ___working_potential_duplicate

Summary: Webinar on COVID-19 fallout on poverty and livelihoods in Bangladesh: results from SANEM’s nation-wide survey conducted in Nov-Dec 2020 - SANEM (SANEM, 2021)
The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:KE7K5Y72 2405685:9MSRWZEF

Intentional and logical survey and audience data collection: KoBo Toolbox - Carver, D (The Content Technologist, 2021)
KoBo Toolbox's robust survey platform is free to use for all as a data collection tool, optimized for many devices and environments.
KerkoCite.ItemAlsoKnownAs: 2405685:JI2QVECB 2486141:AR5ECTYZ

South Africa: Schools to stay closed amid surge in coronavirus cases - Ongmu, Kalden (WION, 2021)
The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases. “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.
KerkoCite.ItemAlsoKnownAs: 2339240:Y3LQKI97 2405685:BTK7JUSE

'Paradox' of Korail slum during COVID-19: ethnography of governance from below - BIGD (2021)
Urban slums are one of the most vulnerable communities during the COVID-19 pandemic; overcrowding and resource constraints make physical distancing and self-quarantine nearly impossible, creating a risk of a rapid spread of the infection. The conversations in the media and among other stakeholders were focused on these risk factors as well as the economic distress of the people in slums created by the pandemic. However, these discussions were primarily based on the perspectives of 'outsiders', with limited understanding of what was happening in the slums. With this gap in mind, we conducted an anthropological exploration of Korail, the largest slum in Dhaka city from September to December 2020, to uncover the emic views of slum dwellers' everyday life during the pandemic and understand the outbreak from their perspective. Findings from the study were presented in our webinar "'Paradox' of Korail slum during COVID-19: Ethnography of Governance from Below" on Thursday, 21 January 2021 from 4:00 pm to 5:30 pm (GMT+6), by Dr Shahaduz Zaman, Reader in Medical Anthropology and Global Health, Brighton and Sussex Medical School. This study is a part of the Covid Collective initiative. Supported by the UK Foreign Commonwealth and Development Office (FCDO), the Covid Collective is based at the Institute of Development Studies (IDS). The Collective brings together the expertise of, UK and Southern-based research partner organisations and offers a rapid social science research response to inform decision-making on some of the most pressing Covid-19 related development challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:KE9IRVX3 2405685:Z8CMANRJ

DEFI Launch Presentation - DEFI Cambridge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N39L59NI 2405685:QSW66P3B

Schools in Ghana reopen as covid-19 cases surge - AfricaNews (Africanews, 2021)
Temperature checks and mandatory wearing of masks as schools in Ghana reopen for the 2020/2021 calendar after ten months of closure. The shutdown of the academic calendar was in response to the outbreak of the coronavirus in March last year.
KerkoCite.ItemAlsoKnownAs: 2339240:JRJ8TDSS 2405685:BUVNZQ5M

Coronavirus: Rwanda and Malawi shut schools as cases surge - AfricaNews (Africanews, 2021)
Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started,
KerkoCite.ItemAlsoKnownAs: 2339240:8HEGJ8DW 2405685:FTC6JMP2

World Bank helps Bangladesh provide education and skills training to poor children and youths - ReliefWeb (OCHA, 2021)
English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:YW8V8Z46 2405685:BLFQEDDB

Mobile Penetration and Growth in Kenya - Kibuacha, Frankline (GeoPoll, 2021)
Kenya is one of the most technology-advanced countries in Africa, which has had many christen it the Silicon Savannah, powered by its mobile penetration.
KerkoCite.ItemAlsoKnownAs: 2339240:SZABY9CX 2405685:DBYZ5YH6

Effects of school closures on secondary school teachers and leaders in Rwanda: results from a phone survey - Laterite; Research for Equitable Access and Learning (REAL) Centre (The Education and Development Forum (UKFIET), 2021)
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]
KerkoCite.ItemAlsoKnownAs: 2339240:R8H65BXX 2405685:4K2K8SW5

Academic Recovery Programmes in the Eastern Caribbean — Literature Review - Haßler, Björn; Adam, Taskeen; Blower, Thomas; Megha-Bongnkar, Ghislaine (Open Development & Education, 2021)
This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 2129771:DZA3GVBD 2405685:MNS7ECK7
Keywords: Author:Haßler; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _yl:b

Radio in Education in the Face of COVID-19 - Núñez, Felix (Institute for the Future of Education, 2021)
The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.
KerkoCite.ItemAlsoKnownAs: 2339240:U69AUKVX 2405685:CK8VWPIP

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77

List of types of systems theory - Wikipedia (Wikipedia, 2021)
This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.
Page Version ID: 998624856 KerkoCite.ItemAlsoKnownAs: 2339240:9ZNWIT4X 2405685:XFYANJMX

Education in Africa: What are we learning? - Evans, David K; Acosta, Amina Mendez (Journal of African Economies, 2021)
Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2405685:F7DI6B3X 2405685:ZLY77F8G 2486141:9TKVGU5V 4042040:NZPKHM3S

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB
Keywords: ⛔ No DOI found

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1737110 2339240:NG3PRUUD 2405685:RZNY4AE7

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Evaluating an e-learning platform at graduate school based on user experience evaluation technique - Abubakari, M S; Nurkhamid; Hungilo, G (Journal of Physics: Conference Series, 2021)
Abstract This study was aimed to evaluate the e-learning platform in a graduate school by using User Experience Questionnaire (UEQ). The data were collected from 65 respondents and analyzed using an excel data analysis tool. The results indicate that all six scales of the instrument are consistent except the novelty scale. Also, the calculated means of the scales are slightly positive as all values are greater than 0.8 compared to the UEQ benchmark. Although the respondents show a little positive impression with the platform, all scales means are below average category except efficiency scale which is above average as compared to the benchmark. This indicates that the platform needs more improvement in all aspects of user experience for it to be at least in a good category. The findings discussed in this paper are valuable for all academic stakeholders in various educational institutions which implement interactive e-learning systems as well as practitioners of user experience and developers of e-learning systems.
KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/1737/1/012019 2339240:Y6AL29ZG 2405685:29F33I7D

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr; Vansteelandt, Stijn; Boone, Peter; et al. (Journal of Development Economics, 2021)
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102539 2339240:SYNTYYVY 2405685:NWHCQ652 4656463:APB653HY

The Views of University Students About the Achievements and Motivations of the Distance Education Process During the Pandemic Period - Güldal Kan, Şebnem; Çaltıkuşu, Çilem; Şensoy, Şeniz (Propósitos y Representaciones, 2021)
The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.
KerkoCite.ItemAlsoKnownAs: 10.20511/pyr2021.v9nSPE3.1165 2339240:3524XZX7 2405685:AE8RCH6V

Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes - Madigan, Daniel J.; Kim, Lisa E. (International Journal of Educational Research, 2021)
We provide the first systematic review of studies examining the consequences of teacher burnout for students. In doing so, we focused on academic achievement and student-reported outcomes. A systematic literature search returned 14 studies including 5,311 teachers and 50,616 of their students. The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing. There is a clear need for more studies in this area, especially those adopting more robust designs, exploring moderating factors, and examining the mechanisms that explain these relationships. Nonetheless, the present findings provide preliminary evidence that teacher burnout can affect the students they teach.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2020.101714 2339240:895IRKQ8 2405685:PXI58R4B
Keywords: Academic achievement; Burnout; Exhaustion; Mental health; Student performance; Students; Teacher attrition

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6 2405685:SN9E5TSM
Keywords: Computer Science - Digital Libraries

The last mile in school access: Mapping education deserts in developing countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” – localized areas where families lack physical access to education – at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public – fully free, open-source, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2405685:RIEFMI2C 4042040:NKVNSSIM
Keywords: Access to education; Education deserts; Education in developing countries; School placement

Students’ wellbeing during transition from onsite to online education: Are there risks arising from social isolation? - Butnaru, Gina Ionela; Haller, Alina-Petronela; Dragolea, Larisa-Loredana; Anichiti, Alexandru; Tacu Hârșan, Georgia-Daniela (International Journal of Environmental Research and Public Health, 2021)
The COVID-19 pandemic has caused disruption to activities in many fields, including education and lifestyle. Major changes have taken place in the education system, where specific activities migrated suddenly from onsite to online. As a result, this period has witnessed an increased interest in impact studies that analyse the perceptions of the actors involved in the educational process. Based on the survey data (N = 665), the perceptions of the students in Romanian universities with regard to the effects of online education during the pandemic on their wellbeing were analysed. The empirical apparatus—SEM analysis—reached the following conclusions: the students’ wellbeing was increased under the traditional education system; the economic crisis has caused concern, and a decrease in their wellbeing; their contamination fear is moderate to low, and does not influence their wellbeing; they have been discouraged in terms of their personal development during the pandemic, and their wellbeing has suffered as a result; the role of institutions is extremely important, given that the students’ ability to study online depends on the universities’ efficiency in implementing the online system.
Number: 18 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18189665 2339240:XQ8WGKMI 2405685:AVKMLDHB 5911999:S2YKN2VL
Keywords: COVID-19 pandemic; online education; pandemic stress; satisfaction and wellbeing; social isolation

Reopening Schools - When and how - Campe (Evernote, 2021)
Timing of the survey - The survey was conducted between 7 to 22 November 2020. Slide 9 - % students who participated in distance learning in the last 2 weeks prior to the survey Primary - 31.4% Second...
KerkoCite.ItemAlsoKnownAs: 2339240:3PDAXZPR 2405685:MUJGM6QH

Students' attitudes towards using interactive whiteboard in mathematics classrooms - Erdener, Kevser (International Journal of Technology in Teaching and Learning, 2021)
The purpose of the study is to investigate the students' attitudes towards using interactive whiteboard in mathematics classrooms in the middle and high school. The IWB survey was used to measure students' attitudes. The research sampling consisted of 112 students in middle schools and 231 students in high schools in Balikesir in Turkey. The structural validity of scale was tested through confirmatory factor analysis. The reliability of the scales was tested through Cronbach's Alpha Coefficient. The item discrimination of the scales was calculated through the corrected item total correlation and a comparison between the top and bottom 27% groups. The results of analysis show that students have positive attitude towards the use of IWB. Also t-test method was used to test whether students' attitudes differ in terms of gender, school type and mathematics achievement.
ERIC Number: EJ1330728 KerkoCite.ItemAlsoKnownAs: 2339240:BPM5YK44 2405685:GH4FEUJY 6018420:PJD7IULL
Keywords: Educational Technology; Foreign Countries; Gender Differences; High School Students; Interaction; Mathematics Achievement; Mathematics Education; Middle School Students; Student Attitudes; Visual Aids

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Publisher: Universitas Muhammadiyah Surakarta Department of Education KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 2339240:2HL3R784 2405685:T28BZSGT
Keywords: Blended Learning; Distance Education; Elementary School Mathematics; Foreign Countries; Mathematics Teachers; Pedagogical Content Knowledge; Professional Development; Program Effectiveness; Teacher Collaboration; Teacher Educators; Technological Literacy; Technology Integration

Academic and social effects of inclusion on students without disabilities: A review of the literature - Kart, Ayse; Kart, Mehmet (Education Sciences, 2021)
In many countries, educational practices are changing to inclusive education. Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students with special needs but also for typically developing students. However, there is more research on the outcomes of inclusion for students with disabilities and less for students without disabilities in inclusive settings. Research shows academic and social gains for students with disabilities, but there is less clarity regarding the influence of inclusion on general education students. Therefore, the purpose of this review is to summarize and organize the literature on the academic and social outcomes of inclusion on students without disabilities. Academic effects of inclusion on students without disabilities are mixed, and the levels of schooling may have a differential impact on the achievement of students without disabilities. The literature indicates mostly positive or neutral effects of inclusion on the academic achievement of typically developing students in the lower grades, whereas neutral or negative influence is indicated for later grades. Additionally, students without disabilities have socially benefited from being in inclusive classrooms with students with disabilities. Mainly, the social effects of inclusion are reduction of fear, hostility, prejudice, and discrimination as well as increase of tolerance, acceptance, and understanding.
32 citations (Crossref) [2024-04-17] Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci11010016 2339240:IUXFBDKW 2405685:F5W6PCVI
Keywords: academic achievement; inclusion; social effects; students without disabilities; ⛔ No INSPIRE recid found

Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceará, Brazil - Lautharte, Ildo; de Oliveira, Victor Hugo; Loureiro, Andre (World Bank, 2021)
Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.
Accepted: 2021-01-21T14:36:24Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9509 2339240:GKGSBWGY 2405685:ZJ2R4FBX 4656463:YFBR67RD
Keywords: Education; Learning Incentives; Municipal Governance; Public Sector Reform; Results-Based Financing; Secondary Education; Student Performance; Teacher Effectiveness; Teacher Training; Technical Assistance

A Roadmap for Measuring Distance Learning - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FCKJVJ9N 2405685:KLDWAH4G

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Report] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G
Keywords: Coronavirus; Covid-19; Distance Learning; Education Quality; Pandemic Impact; Primary Education; School Closure; School Dropout; Secondary Education; Student Learning

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Web page] - Rahman, Tashmina; Sharma, Uttam (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4

A simulation of COVID-19 school closure impact on student learning in Bangladesh - Rahman, Tashmina; Sharma, Uttam; World Bank (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ
Keywords: Access to Computers; Access to Education; Achievement Gains; Age Differences; At Risk Students; Attendance; Bangladesh; Barriers; COVID-19; Delivery Systems; Disadvantaged Youth; Distance Education; Dropout Prevention; Economic Impact; Elementary Secondary Education; Foreign Countries; Gender Differences; Handheld Devices; Income; Pandemics; Partnerships in Education; Program Effectiveness; Radio; Remedial Instruction; Rural Urban Differences; School Closing; Simulation; Telecommunications; Television

Keep Kenya Learning Project (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IH6LDXJY 2405685:78Y3ZEGR

Scoping call notes (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NS49QAFX 2405685:FQ95A2N2

SWOT analysis - Wikipedia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4BSUXA84 2405685:237C543A

The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics - Aauw (AAUW : Empowering Women Since 1881, 2021)
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.
KerkoCite.ItemAlsoKnownAs: 2339240:BFKLH3RF 2405685:EVC72RBB

Emergency online learning in low-resource settings: Effective student engagement strategies - Abou-Khalil, Victoria; Helou, Samar; Khalifé, Eliane; Chen, MeiRong Alice; Majumdar, Rwitajit; Ogata, Hiroaki (Education Sciences, 2021)
We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci11010024 2339240:LYZBWC56 2405685:PLHA9YRF
Keywords: COVID-19; Moore framework; distance learning; emergency; engagement; low-resource settings; online learning; student perception; survey

Pakistan Education Statistics 2017-18 - Academy of Educational Planning and Management (Government of Pakistan, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X4RR987V 2405685:YAJNGEUA

Catch-up Programmes: 10 principles to help learners catch up and return to learning - Accelerated Education Working Group (AEWG) (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:ZF7LXERY

Improving teaching quality and effectiveness in Timor-Leste - ACER (Australian Council for Educational Research) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SAX4EAEX 2405685:IBI52H9Y

Guide to Cognitive Disabilities - ADA Site Compliance (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CRWLINF3 2405685:J6BZP4PT
Keywords: ⛔ No INSPIRE recid found

Advancing Learning Outcomes for Transformational Change III - African Population and Health Research Center (African Population and Health Research Center, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:W7FEWQUN 2405685:CQGHMQKA

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation - Agyei, D. D (Education and Information Technologies, 2021)
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10253-w 2339240:KC5AR578 2405685:7JSGE6JR

Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM - Ali, Kalbe (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S399V33N 2405685:W7ABZDDN

The Qa Vaccine For Resilience In The New Normal: SEL Teaching Practices + E-Services - Amihan, Shielilo (Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia, 2021)
This quantitative study of 327 online learners determined the interplay of the educational services and the integration of SEL practices into instruction as a vaccine towards developing resilience during the new normal. Correlation and comparative analyses of the data from an e-survey, with statistical powers of .999 and .986 respectively, found out that during the new normal: 1. the UPHSD have adapted well in the delivery of educational services, most notably through its online instruction, virtual administrators and Philosophy, and Objectives; 2. the teachers have implemented well the SEL teaching practices through social and instructional interaction; 3. there is still room for improvement in the delivery of educational services of UPHSD, and implementation of SEL teaching practices focused on old students, and 4. resilient learners may be developed through continuous improvement on the delivery of appropriate educational services of UPSHD towards excellence. The study recommends the infusion of concrete SEL programs in all the educational services as part of QA strategies.
KerkoCite.ItemAlsoKnownAs: 10.4108/eai.30-11-2020.2303746 2339240:Y5HE97MX 2405685:FNB596JZ

Computational literature reviews: Method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:4JL8RZ7H 2486141:R52FLCHH
Keywords: _Added-ailr-2024; ⛔ No DOI found

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II - Ardington, Cally (SALDRU, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:GPB7DA4P

Preservice Classroom Teachers' Views of Distance Education Science Laboratory Activities - Arslan, Ayten (International Online Journal of Education and Teaching, 2021)
This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.
Publisher: Informascope KerkoCite.ItemAlsoKnownAs: 2339240:4SZS5FV2 2405685:RCBWSW7G
Keywords: Barriers; COVID-19; Distance Education; Educational Technology; Foreign Countries; Pandemics; Preservice Teachers; Program Effectiveness; School Closing; Science Instruction; Science Laboratories; Student Attitudes; Technology Uses in Education; ⛔ No DOI found

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12639 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12639 2339240:AK4DTNUU 2405685:M7Q436YL

ASEAN Common Framework for Comprehensive School Safety - ASEAN Secretariat (ASEAN, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D34RDET2 2405685:BRKRJ4FG

Declaration on the Elimination of Bullying of Children in ASEAN - ASEAN Secretariat (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSXZ3U7Z 2405685:FK4F4R6V

Measuring the Impact of COVID-19 on Education in Pakistan - ASER (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BCG436IW 2405685:8TYDD3BX

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan
KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G

Formative Evaluation of GPE’s Support for Response to the COVID-19 Crisis - Aslam, Monazza; Rawal, Shenila (GPE, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2GTLVYSK 2405685:JE4H77VI 4656463:KE8N3UI9

Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic - Asri, Dahlia Novarianing; Cahyono, Bambang Eko Hari; Trisnani, Rischa Pramudia (Linguistics and Culture Review, 2021)
KerkoCite.ItemAlsoKnownAs: 10.21744/lingcure.v5nS1.1489 2339240:QPIH3CL4 2405685:NWJ2HG9I
Keywords: ⛔ No INSPIRE recid found

ASEAN Digital Masterplan 2025 - Association of Southeast Asian Nations (ASEAN) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IWZVWCTS 2405685:PRLXPKYK

Framework for Developing Digital Readiness Among ASEAN Citizens - Association of Southeast Asian Nations (ASEAN) (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:JN9UAH3Y

Improving Adolescent Lives in Pakistan (2015-2019): An impact evaluation - Avdeenko, Alexandra; Frölich, Markus (Center for Evaluation and Development, C4ED, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:XBDBGQ95

The State of the Global Education Crisis : A Path to Recovery - Azevedo, Joao Pedro; Wagner, De; Rogers, F. Halsey; Cloutier, Marie-Helene; Chakroun,, Borhene; Chang, Gwang-Chol; Mizunoya, Suguru (UNESCO, UNICEF, World Bank, 2021)
The State of the Global Education Crisis : A Path to Recovery (English)
KerkoCite.ItemAlsoKnownAs: 2339240:ZGAKLDEC 2405685:T4QB58CA

A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration - Barahona, Malba; Davin, Kristin J. (Profile Issues in Teachers` Professional Development, 2021)
Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV

The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond - Baron, Maria; Twinomugisha, Alex (2021)
The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond
KerkoCite.ItemAlsoKnownAs: 2339240:JQXV6EGN 2405685:I9KKXYVK

How we read now: strategic choices for print, screen, and audio - Baron, Naomi S. (Oxford University Press, 2021)
"The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now is a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policymakers need to make decisions about classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including where the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill-suited for cultivating these habits of mind. Since screens and audio are now entrenched - and valuable - platforms for reading, we need to rethink how to help learners use them wisely"–
KerkoCite.ItemAlsoKnownAs: 2405685:J344M3XP
Keywords: Computers and literacy; Critical thinking; Reading; Reading comprehension; Technological innovations

Remote Learning During the Global School Lockdown: Multi-country lessons - Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:3FHSCEXJ

Remote Learning During the Global School Lockdown: Multi-Country Lessons - Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group, 2021)
Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)
KerkoCite.ItemAlsoKnownAs: 2405685:6NHFZY7B

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers’ basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation.
KerkoCite.ItemAlsoKnownAs: 2339240:EA3ENAW4 2405685:HPCS26CF
Keywords: ⛔ No DOI found

Take-up, Use, and Effectiveness of Remote Learning Technologies in Bangladesh during COVID-19 - Beam, E; Mukherjee, P; Navarro-Sola, L (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2BEQ3IEH 2405685:PW8FDPUE

Take-Up, Use, and Effectiveness of Remote Technologies Endline Report - Beam, Emily A.; Mukherjee, Priya; Navarro-Sola, Laia; Ferdosh, Junnatul; Sarwar, Md. Afzal Hossain (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZM9FYFUF 2405685:L52XXFSJ
Keywords: ⛔ No DOI found

Use of learning assessment data in the planning cycle. Case study – Ghana - Begue-Aguado, Alberto (United States Agency For International Development (USAID), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LVZRDNGG 2405685:Z9D5E2KD

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GMMKRGS8 2405685:79GPUNG4

Interrater Reliability in Systematic Review Methodology: Exploring Variation in Coder Decision-Making - Belur, Jyoti; Tompson, Lisa; Thornton, Amy; Simon, Miranda (Sociological Methods and Research, 2021)
A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1177/0049124118799372 2405685:CL8BQKLI
Keywords: coding; interrater reliability; precision; replicability; screening; systematic review; κ statistic

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

Calling the tech industry: Hear from your next generation of female digital talent - Beresford, L. (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:G5YBWXGQ 2405685:9YBE276S

Ethical Considerations When Using Geospatial Technologies for Evidence Generation - Berman, G; de la Rosa, S; Accone, T (UNICEF Office of Research- Innocenti, 2021)
Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are loc
KerkoCite.ItemAlsoKnownAs: 2405685:EPRCM8H8 4042040:7VDIMRPE

EdTech in South-East Asia - Better Purpose; MIT Solve; Octava Foundation (2021)
With Southeast Asia’s recent economic growth, there has been greater government and parental spending on education, thus increasing access to education across much of the region. However, despite this progress, significant educational challenges remain, especially for disadvantaged and marginalized groups. Technology presents an opportunity to complement the work of educators in driving improvements to learning outcomes. Yet, in the region, EdTech has remained largely the preserve of more affluent consumers, and its potential to improve access to quality education for under-served groups has not yet been realized. This paper—by Octava Foundation, Better Purpose, and MIT Solve—presents an overview of the status of education and use of technology to support education (EdTech) in five Southeast Asian markets: Indonesia, Malaysia, Philippines, Thailand and Vietnam.
KerkoCite.ItemAlsoKnownAs: 2339240:Q2R9ZB4R 2405685:8PUN56BH
Keywords: ⛔ No INSPIRE recid found

Remote learning in the times of COVID-19 - Bhushan, Mayank; Joshi, Pratibha; Sharma, Sudhanshu (Central Square Foundation, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EBAPFZA3 2405685:PHHVIFHN

Transforming Traditional Teaching Laboratories for Effective Remote Delivery–A Review - Bhute, Vijesh J.; Inguva, Pavan; Shah, Umang; Brechtelsbauer, Clemens (Education for Chemical Engineers, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ece.2021.01.008 2405685:P26SWL49

Figure of the week: Increasing access to electricity in sub-Saharan Africa - Blankenship, Mary; Golubski, Christina (Brookings Commentary, 2021)
Mary Blankenship and Christina Golubski highlight findings related to Africa from a report on progress toward Sustainable Development Goal 7 on energy.
KerkoCite.ItemAlsoKnownAs: 2339240:IS8R9DQZ 2405685:ZLLEW6VT
Keywords: ⛔ No INSPIRE recid found

China bans for-profit school tutoring in sweeping overhaul - Bloomberg news (Bloomberg News, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L3KQTJH8 2405685:ERRNQZBS

DIGITAL LEARNING FOR EVERY CHILD: CLOSING THE GAPS FOR AN INCLUSIVE AND PROSPEROUS FUTURE - Brossard, Matt; Carnelli, Marta; Chaudron, Stephane; Di-Gioia, Rosanna; Dreesen, Thomas; Kardefelt-Winther, Daniel; Little, Céline; Yameogo, Jean Luc (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D9ZQQYQE 2405685:EFSU4PM3
Keywords: ⛔ No DOI found

A model of practice for improving autism knowledge in teachers of mainstream students on the autism spectrum in Australia - Bruck, Susan; Robinson, Ainslie; Gallagher, Emma (Australasian Journal of Special and Inclusive Education, 2021)
Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources designed for mainstream teachers of students on the autism spectrum. The aim was to examine teacher responses to using the MoP and the impact of the mode of delivery. In Part 1, 3 PD delivery conditions for using the MoP were trialled (8 weeks): face-to-face support, online support, or web-based access to detailed resources only. Support was provided by expert autism educators. Teachers (N = 15) reported that the MoP was an accessible, comprehensive, and practical support for educational decision-making, and that support encouraged implementation of the MoP practices. Part 2 trialled a hybrid PD model in 6 regional schools. Limited face-to-face and online support plus access to the MoP was trialled. Interview data indicated that a hybrid model can be an effective method of providing immediate support for teachers.
Edition: 2021/06/07 Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/jsi.2021.7 2339240:R63UCGT2 2405685:5IXNEHQ3
Keywords: autism; confidence; educators; knowledge; professional development; teachers

Historical Mapping of Education Provision for Refugees: A cross-cutting and comparative analysis of three country contexts - Brugha, Meaghan; Hollow, David; Pacitto, Julia; Gladwell, C; Dhillon, P; Ashlee, Amy (Jigsaw Consult, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:JSKWPLJP

Radical solutions for education in a crisis context: COVID-19 as an opportunity for global learning - Burgos, Daniel; Tlili, Ahmed; Tabacco, Anita (2021)
OCLC: 1232510584 KerkoCite.ItemAlsoKnownAs: 2405685:Q67F2S69

Technology in Education. Background paper prepared for the 2023 Global Education Monitoring Report - Burns, Mary (UNESCO, 2021)
This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.
KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX

“Why is it speaking to me?”: Refugee-background students’ experiences of education - Câmara, Jáfia Naftali (NORRAG, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QT8TJHMU 2405685:Y8D7AMRR

Así dio vuelta el consumo mediático en El Salvador durante la COVID-19 - Carballo, Willian; Marroquín, Amparo (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UWJ58EHE 2405685:B5G65ERZ

GSMA Connected Women - The Mobile Gender Gap Report 2021 - Carboni, Isabelle; Jeffrie, Nadia; Dominca, Lindsey; Shanahan, Matthew; Sibthorpe, Claire (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:73JAB8QX 2405685:BDBKZ3YI

HATUTAN Program in Timor-Leste - CARE International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D54MJKC2 2405685:FK3E3X62

MENA Higher Education Pedagogy, Technology and the Refugee Experience - Center for Learning in Practice (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:A3L7DC9E 2405685:W2ZDFBES

Timor-Leste: Policy insights from a multi-year teaching and learning study series - Chainey, Jennie; Cassity, Elizabeth (Australian Council for Educational Research, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MMJEN62C 2405685:DVHB7W3F
Keywords: ⛔ No INSPIRE recid found

The problematic concept of native speaker in psycholinguistics: Replacing vague and harmful terminology with inclusive and accurate measures. - Cheng, Lauretta S. P.; Burgess, Danielle; Vernooij, Natasha; Solís-Barroso, Cecilia; McDermott, Ashley; Namboodiripad, Savithry (Frontiers in Psychology, 2021)
Though the term NATIVE SPEAKER/SIGNER is frequently used in language research, it is inconsistently conceptualized. Factors, such as age, order, and context of acquisition, in addition to social/cultural identity, are often differentially conflated. While the ambiguity and harmful consequences of the term NATIVE SPEAKER have been problematized across disciplines, much of this literature attempts to repurpose the term in order to include and/or exclude certain populations. This paper problematizes NATIVE SPEAKER within psycholinguistics, arguing that the term is both unhelpful to rigorous theory construction and harmful to marginalized populations by reproducing normative assumptions about behavior, experience, and identity. We propose that language researchers avoid NATIVE SPEAKER altogether, and we suggest alternate ways of characterizing language experience/use. The vagueness of NATIVE SPEAKER can create problems in research design (e.g., through systematically excluding certain populations), recruitment (as participants’ definitions might diverge from researchers’), and analysis (by distilling continuous factors into under-specified binary categories). This can result in barriers to cross-study comparison, which is particularly concerning for theory construction and replicability. From a research ethics perspective, it matters how participants are characterized and included: Excluding participants based on binary/essentialist conceptualizations of nativeness upholds deficit perspectives toward multilingualism and non-hegemonic modes of language acquisition. Finally, by implicitly assuming the existence of a critical period, NATIVE SPEAKER brings with it theoretical baggage which not all researchers may want to carry. Given the issues above and how ‘nativeness’ is racialized (particularly in European and North American contexts), we ask that researchers consider carefully whether exclusion of marginalized/minoritized populations is necessary or justified—particularly when NATIVE SPEAKER is used only as a way to achieve linguistic homogeneity. Instead, we urge psycholinguists to explicitly state the specific axes traditionally implied by NATIVENESS that they wish to target. We outline several of these (e.g., order of acquisition, allegiance, and comfort with providing intuitions) and give examples of how to recruit and describe participants while eschewing NATIVE SPEAKER. Shifting away from harmful conventions, such as NATIVE SPEAKER, will not only improve research design and analysis, but also is one way we can co-create a more just and inclusive field.
KerkoCite.ItemAlsoKnownAs: 2405685:IA87WKAM 4042040:MAGAPHFF

Home Literacy and Numeracy Environments in Asia - Cheung, Sum Kwing; Dulay, Katrina May; Yang, Xiujie; Mohseni, Fateme; McBride, Catherine (Frontiers in Psychology, 2021)
The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.
KerkoCite.ItemAlsoKnownAs: 2405685:9TNTDVH5 4042040:L9ALXHIR

Colandr Community - Colandr (Colandr Community, 2021)
Colandr is powered by machine learning and natural language processing approaches that drive smart-sorting of citations and predictive document classification
KerkoCite.ItemAlsoKnownAs: 2339240:TV27Q4AH 2405685:DTNEXTYW

La Mochila, una plataforma con herramientas para la vida - Coschool (Coschool, 2021)
Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,
KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR

Case Study: Building Girls to Live, Learn, Laugh and ‘SCHIP’ in Strong, Creative, Holistic, Inclusive, Protective, Quality Education - CRANE and Viva (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WTT4AIYL 2405685:CR5E7AXI

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Z8RBH2S 2405685:TF3CV7CH

Understanding Education Policy Preferences: Survey Experiments with Policymakers in 35 Developing Countries - Crawfurd, Lee; Minardi, Ana; Hare, Susannah; Sandefur, Justin (2021)
Foreign aid donors and international organizations supporting education in developing countries have increasingly coalesced around a policy agenda prioritizing foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a growing body of empirical evidence about effective interventions to improve quality. We survey over 900 senior government officials working on education in 35 low- and middle-income countries to gauge their alignment with this agenda.
KerkoCite.ItemAlsoKnownAs: 2339240:BAERNQH7 2339240:IA4V4RW2 2405685:8U5XELBU 2405685:UBYPFNLK 4656463:FN977692

Makhalidwe Athu - Creative Association International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR

Learning with technology during emergencies: A systematic review of K-12 education - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13114 2339240:I9UEYQDU 2405685:W5MGULUD
Keywords: COVID-19; disasters; emergencies; emergency remote education; pandemic

El programa Aprende en casa, ¿una estrategia que excluye a los usuarios de lenguas minoritarias? - Cruz-Aldrete, Miroslava; Cruz-Aldrete, Miroslava (Educación, 2021)
ResumenEn este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser esta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.Palabras clave: lengua de señas; lenguas minoritarias; educación bilingüe
Publisher: Pontificia Universidad Católica del Perú KerkoCite.ItemAlsoKnownAs: 10.18800/educacion.202102.003 2405685:QPNZ8ASS 4042040:5UYI4ZN3

基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [Research on the Mixed Teaching Mode of Beginner-Level Reading Comprehension in Uyghur based on Rain Class] - Cui, Ran (Theory and Practice of Innovation and Enntrepreneurship, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:S8LC7TBE 4042040:8PNPLI3H
Keywords: ⛔ No DOI found

Calculating the Educational Impact of COVID-19 (Part III): Where will students be when schools reopen? | SharEd - Cummiskey, Chris (RTI, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P2E3PDHG 2405685:HFMDZPQA

Research on the Influence of Computer Electronic Media on Higher Education in Mother Language - Dai, Wei (Journal of Physics: Conference Series, 2021)
Issue: 3 KerkoCite.ItemAlsoKnownAs: 2405685:MJBK6URB 4042040:EAZZGMUN

Digital in Bangladesh: All the Statistics You Need in 2021 - DataReportal (DataReportal – Global Digital Insights, 2021)
Our huge new collection of statistics and insights into how people in Bangladesh use the internet, social media, mobile, and ecommerce in 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:I94ZZMY6 2339240:J4Q9N36L 2405685:3U3S5NRZ 2405685:G7IWS6TF 2405685:YVMDGILY 2534379:969KQJR3
Keywords: ___working_potential_duplicate

Bridging Latin America's digital divide | White & Case LLP - de Feydeau, Amaury; Menski, Martin; Retana Tello, Ismael Reyes; Perry, Suzanne; Hendel, Pedro (2021)
Subscribe Stay current on your favorite topics In Latin America and the Caribbean, adopting digital solutions has been promoted as a unique opportunity to increase productivity and unlock solutions to sustainable development goals.
KerkoCite.ItemAlsoKnownAs: 2339240:S4GBT9HF 2405685:LUDNBVC8

Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study - Denden, Mouna; Tlili, Ahmed; Burgos, Daniel; Jemni, Mohamed; Huang, Ronghuai; Essalmi, Fathi; Chang, Ting-Wen (Radical Solutions for Education in a Crisis Context, 2021)
Series Title: Lecture Notes in Educational Technology KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-7869-4_10 2405685:QMKS4E7I

Curriculum Assessment Policy Statements (CAPS) - Department of Basic Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XVGSB9NK 2405685:LJYCE59R

Reimagining Digital Learning: Lessons from the learning passport in Timor-Leste - Dewan, Pragya; Carnelli, Marta; Pontuscha, R.; Tubio, M L; Tsuruyama, E (UNICEF Connect: Evidence for Action, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:T3ZZRQD7

DHIS2 - DHIS2 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:H9WB26RL 2405685:T3H6KKJV

A glimpse into the lived experiences and challenges faced of PWD students towards online learning in the Philippines amidst COVID-19 pandemic - Dianito, Ann Jesamine; Espinosa, Jomarie; Duran, Jimboy; Tus, Jhoselle (International Journal of Advance Research and Innovative Ideas in Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UHTBK37I 2405685:G7L2RPEZ
Keywords: ⛔ No INSPIRE recid found

The Storytelling Project Handbook - Dixon, Miranda; Patuck, Lil (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Y3NRH26 2405685:TJTKAKJD

Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania - Dom, Catherine; Fraser, Alasdair; Mhina, Edward (Mokoro for World Bank, 2021)
Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6T2VNQMC 2339240:86HU868K 2405685:5SHZXXCP 2405685:HQGHMPDL 4656463:7QDZJIDM 4656463:QEAAR59A

The Impact of COVID-19 on Education – Recommendations and Opportunities for Ukraine - Donnelly, Robin; Patrinos, Harry A.; James Gresham (World Bank, 2021)
School closures due to COVID-19 have brought significant disruptions to education across Europe. Emerging evidence from some of the region’s highest-income countries indicate that the pandemic is giving rise to learning losses and increases in inequality.
KerkoCite.ItemAlsoKnownAs: 2339240:83DNVT85 2405685:YPNFD58A

The influence of technology on academic distraction: A review - Dontre, Alexander J. (Human Behavior and Emerging Technologies, 2021)
The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self-regulatory and environmental interventions are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.229 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.229 10/gkggqq 2339240:ALCAJNCB 2405685:2PRYNM2B
Keywords: Facebook; academic distraction; laptops; learning; media multitasking; online learning; performance; phubbing; smartphones; social media

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon, Innocenti Research Report - Dreesen, Thomas; Kamei, Akito; Karamperidou, Despina; Abou Fakher, Sara; Marji, Lama; Ortiz Correa, Javier Santiago (UNICEF Office of Research - Innocenti, 2021)
Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.
KerkoCite.ItemAlsoKnownAs: 2339240:7ANL23GH 2405685:CBVBP2KY

Incorporating Digital E-Learning Teaching Technologies Into Africa’s Primary School Education Systems - Dugbazah, Justina; Glover, Barbara; Mbuli, Bhekani; Kungade, Chifundo (AUDA-NEPAD, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XHFVF964 2405685:485FPK7F
Keywords: ⛔ No INSPIRE recid found

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R6827BCW 2405685:GJDSJQFE

Challenges and opportunities for secondary education in Latin America and the Caribbean during and after the pandemic - ECLAC (2021)
The pandemic has had a critical impact on the educational trajectories of children and adolescents in Latin America. Video-call interviews with more than 150 students, teachers, and parents in eight countries in the region (namely, Argentina, Bolivarian Republic of Venezuela, Chile, Ecuador, Costa Rica, Honduras, Mexico, and Uruguay) in 2020 and 2021 reveal the challenges and
Last Modified: 2021-12-27T13:29-03:00 Publisher: CEPAL KerkoCite.ItemAlsoKnownAs: 2339240:VIRJKUAZ 2405685:Y3VKPZY8

EdCamp Days Report: EdCamp Ukraine’s Activities 2018–2020 - EdCamp Ukraine (EdCamp Ukraine, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PE79IL7Q 2405685:HNI3HGER

Focus country: Bangladesh - EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R62Y25DW 2405685:IFIR3QC9

Research - EdTech Hub (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S7VNMT74 2405685:SGN72ZXM

EdTech Tulna Standards - EdTech Tulna (2021)
The EdTech Tulna standards define a set of expectations for the design of EdTech products
KerkoCite.ItemAlsoKnownAs: 2339240:RFTZFTZ7 2405685:ZLSZ2CID

Education for All: An Integrated Approach (Phase II) - Education Above All (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4FY4NCDN 2405685:DJBN3VPT

The Egyptian Ministry of Education’s E-Learning Portal - Egyptian Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MDAHAACH 2405685:LUET6JSM

How gender equality in STEM education leads to economic growth - Eige (European Institute for Gender Equality, 2021)
Reducing the gender gap in Science, Technology, Engineering and Mathematics (STEM) education areas could help reduce skills gap, increase employment and productivity of women and reduce occupational segregation. Ultimately this would foster economic growth via both higher productivity and increased labour market activity. However, despite good employment opportunities and highly productive jobs in this area, there is currently a low proportion of women studying and graduating in STEM subjects.
KerkoCite.ItemAlsoKnownAs: 2339240:DPW6J56H 2405685:APWKXFWI

High, Low, or No Tech? A Roundtable Discussion on the Role of Technology in Refugee Education - El-Sefary, Yomna; Ozegovic, Mia; Wagner, Emma; Benchiba, Soraya (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N9TG6QCP 2405685:3RGI8CQ4

High, Low, or No Tech? A Roundtable Discussion on the Role of Technology in Refugee Education - El-Serafy, Yomna; Ozegovic, Mia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:U276A6AB 2405685:KKSLA49T

The Market Design Approach to Teacher Assignment: Evidence from Ecuador - Elacqua, Gregory; Sophie West Olsen, Anne; Velez-Ferro, Santiago (Inter-American Development Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:AS8ZD2GB 2486141:R5SU5NST

The impact of online learning as emerging technology on parents: Case study of parents of primary school children in Nairobi, Kenya. - Emmanuel, Jadesola; Oduor, Collins (Journal of Language, Technology & Entrepreneurship in Africa, 2021)
Kenya, as a nation has a stable schooling system based on synchronous classroom learning. The advent of the COVID 19 pandemic has led to the sudden shift in paradigm to remote schooling learning systems. Several studies have been carried out on remote schooling systems and the impact of parent’s involvement in children’s remote school, but none has been sighted on its impact on parents. The objective of this study was to determine the impact of the sudden paradigm shift on parents of remote schooling pupils in Kenya during this pandemic. A descriptive survey design was utilized. Primary data was collected by online questionnaires and secondary data from past studied. The analysis was done with a statistical application. It was found out that, remote schooling may be easily accepted by many Kenyan parents with 39.8% of parents indicating that they will recommend remote schooling having indicated some benefits derived from it and 24.8% indicating that they will not. It was therefore recommended that the national government should address factors that may hinder effective remote learning, thus encouraging parental involvement and support. It was also recommended that the government and education practitioners should officially develop and implement standards and curriculum for the implementation of remote learning in Kenya in preparation for future pandemics. Keywords: remote schooling, remote learning, descriptive survey design
Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:TJDZK82V 2405685:PGNATP5K
Keywords: ⛔ No DOI found

Learning loss due to school closures during the COVID-19 pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (Proceedings of the National Academy of Sciences, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR

Digital Skills Ecosystem and Gap Assessment in Malawi: Final Report - Ernst & Young (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WKQWSM76 2405685:YYDHA82Z

The Praxis Study Companion, Teaching Reading: Elementary - ETS Praxis (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LAULQW5V 2405685:AQNUQW96

Ukraine Education, Training and Employment Developments 2021 - European Training Foundation (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WR6AN63L 2405685:RNKSXE3F

Foundational Literacy and Numeracy Skills Are Important, Obviously. But Are They More Important than All Other Education Investments? - Evans, David; Hares, Susannah (Center for Global Development | Ideas to Action, 2021)
It’s rare to read an education report these days that doesn’t mention the learning crisis. That’s not surprising. Literacy and numeracy skills among children are dismally low: less than half of all children in low- and middle-income countries can read by the time they are 10 years old. As these data have emerged in recent years, the global education community has swung its focus sharply toward learning.
KerkoCite.ItemAlsoKnownAs: 2339240:BJ9YWMP2 2405685:893JHMDE

It’s been a year since schools started to close due to COVID-19 - Evans, David; Hares, Susannah; Mendez Acosta, A.; Saintis, C. (Center For Global Development, 2021)
Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.
KerkoCite.ItemAlsoKnownAs: 2339240:2I9FNGHD 2339240:83VL88IT 2405685:9UUEEEJJ 2405685:C9KY68SX

The Relative Wealth Index - Facebook (Facebook Data for Good, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GBMXFBFX 2405685:35MTZ9KF

Digital Technology and the Futures of Education: Towards ‘Non-Stupid’ Optimism - Facer, Keri; Selwyn, Neil (2021)
Publisher: Unesco KerkoCite.ItemAlsoKnownAs: 2339240:2U3BB9Z8 2405685:69QN5JJU
Keywords: ⛔ No DOI found

Remote Learning During COVID School Closures in West Africa: Evidence Across Caregiver Surveys at Rising Academy Network Schools - Fall, S. M.; Jiminez Gallardo, M. A.; McManus, J; Njogu-Ndongwe, F (IDinsight, 2021)
Evidence across caregiver surveys at Rising Academy Network schools
KerkoCite.ItemAlsoKnownAs: 2339240:CEEMGD65 2339240:JLQMXZH3 2339240:VQJS97AG 2405685:26QEKWPG 2405685:9QZNWNVR 2405685:PURHG3K5 2405685:ZRUU9436 2534379:EEUS34W6
Keywords: ___working_potential_duplicate

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin L; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (2021)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2021.104385 2339240:DAU6XEE6 2405685:FSYXBS55 4656463:NYQXYQP2

Digitalisation Report - Federal Ministry for Digital and Economic Affairs (Austrian Federal Government, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:AC4928ZM

Inspire - Federal Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BFIG2QTW 2405685:HI5LYZW7

National Policy on Education Management Information System (EMIS) and Implementation Guidelines - Federal Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KYEEW5TB 2405685:Y3L37949

FHI 360 Nigeria - FHI 360 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6EPG59YI 2405685:TCBQPSX5

Technologies for Data Collection, Processing and Communication in Education in Emergencies: Mapping Practices and Opportunities in the MENA region and Globally - FHI360; USAID (2021)

Centroamérica: Tendencias de las ecnologías de la Información y Comunicación 2010-2019 - Figueroa, Héctor (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7NPNIIZ6 2405685:VB3ZCVN2

Uso de la Plataforma Zoom y la Competencia se comunica Oralmente en su Lengua Materna en Estudiantes de Educación Secundaria de la Institución Educativa Unión Zapotillo N°64647-Yarinacocha 2020 - Flores Fasanando, Giuliana (Universidad Nacional de Ucayali, 2021)
La finalidad de esta investigación fue, determinar la relación que existe entre el uso de la plataforma zoom y la competencia se comunica oralmente en su lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647 - Yarinacocha 2020. De muestreo no probabilístico, de tipo básica o pura con diseño no experimental descriptivo correlacional con una muestra de 91 estudiantes. Como instrumento se utilizó un cuestionario para evaluar el uso de la plataforma Zoom y una guía de observación para evaluar la capacidad se comunica oralmente en su lengua materna. Finalmente, los datos fueron a la base de datos de Excel para procesarlos obteniendo un coeficiente de correlación de Pearson de r=0,720, se obtuvo un p=0.000, lo que confirma la existencia de una relación significativa, ya que p es menor a 0,05. Es decir, existe una correlación directa entre el uso de plataforma zoom y la competencia se comunica oralmente como lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647- Yarinacocha 2020.
Accepted: 2022-02-12T02:07:15Z Publisher: Universidad Nacional de Ucayali KerkoCite.ItemAlsoKnownAs: 2405685:86Q2HBRN 4042040:5Q42TUEA
Keywords: ⛔ No DOI found

Conditional Cash Transfer, Loss Framing, and SMS Nudges: Evidence from a Randomized Field Experiment in Bangladesh - Fujii, Tomoki; Ho, Christine; Ray, Rohan; Shonchoy, Abu (2021)
Conditional cash transfers (CCTs) have become one of the most common policy interventions to increase school attendance, but the cost-eﬀectiveness of such interventions has not attracted the attention it deserves. Hence, in addition to a standard CCT implementation, we experimentally study two potential ways to improve the cost-eﬀectiveness of school attendance interventions: (i) SMS information nudges and (ii) loss framing in CCTs. The former provides school attendance information to parents and the latter exploits the endowment eﬀect. Consistent with the existing literature, CCT intervention signiﬁcantly increases school attendance. We also ﬁnd that the loss framing marginally increases attendance over and above the ∗We would like to thank Joseph Altonji, James Berry, Barbara Biasi, Gaurav Dutt, Maulik Jagnani, Costas Meghir, Rohini Pande, Rebecca Thornton, and seminar attendees at Monash and Yale for insightful comments and suggestions. We also thank Akshat Daga, Alekhyo Roychowdhury, Ishaan Malik, and Snehal Modi for research assistance. We beneﬁted from data collection support from MOMODa Foundation and technical support from the Metakave team to automate the process of sending SMS. Finally, we express our sincere gratitude to the participating schools, the students, their parents, and the teachers. Funding from the Shirin Fozdar and Singapore Ministry of Education Academic Research Fund Tier 1 Grant (17-C244-SMU-004) and Japan Center for Economic Research are gratefully acknowledged. This research was approved by the Singapore Management University Institutional Review Board (IRB-16-082-A092-C2(220)). The trial in this study was registered in the AEA RCT registry under AEARCTR-0002373. All mistakes remain ours.
KerkoCite.ItemAlsoKnownAs: 2339240:KUH42MFY 2405685:JG23VUNM
Keywords: ⛔ No DOI found

How Secure Is the Bitcoin Blockchain, and Is Your Cryptocurrency Safe? - Gadgets 360 Newsdesk (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6E92774L 2405685:3XQ56SMC

The problem of issuance of fake degrees and its implications - Garg, Rachit (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EEBZSLKE 2405685:C4L4IT2R

Cochrane Rapid Reviews Methods Group offers evidence-informed guidance to conduct rapid reviews - Garritty, Chantelle; Gartlehner, Gerald; Nussbaumer-Streit, Barbara; King, Valerie J.; Hamel, Candyce; Kamel, Chris; Affengruber, Lisa; Stevens, Adrienne (Journal of Clinical Epidemiology, 2021)
To develop methods guidance to support the conduct of rapid reviews (RRs) produced within Cochrane and beyond, in response to requests for timely evidence syntheses for decision-making purposes including urgent health issues of high priority. Interim recommendations were informed by a scoping review of the underlying evidence, primary methods studies conducted, and a survey sent to 119 representatives from 20 Cochrane entities, who were asked to rate and rank RR methods across stages of review conduct. Discussions among those with expertise in RR methods further informed the list of recommendations with accompanying rationales provided. Based on survey results from 63 respondents (53% response rate), 26 RR methods recommendations are presented for which there was a high or moderate level of agreement or scored highest in the absence of such agreement. Where possible, how recommendations align with Cochrane methods guidance for systematic reviews is highlighted. The Cochrane Rapid Reviews Methods Group offers new, interim guidance to support the conduct of RRs. Because best practice is limited by the lack of currently available evidence for some RR methods shortcuts taken, this guidance will need to be updated as additional abbreviated methods are evaluated.
471 citations (Crossref) [2024-04-17] Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2020.10.007 2339240:DBVSNUE5 2405685:JP82BBZU
Keywords: ⛔ No INSPIRE recid found

Case study: Sisters for Sisters' Education - GEC (VSO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9DGDKIFH 2405685:WVH3AK35

GEARR-ing Up for Success After School - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LNVJIPEC 2405685:A2NV3XRR

Report on Sisters for Sisters’ Education Evaluation II Project Endline Evaluation by Foundation for Development Management - GEC (Foundation for Development Management, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KH82C3DR 2405685:XQH9K8HR

Sisters for Sisters’ Education - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KXE8UM9Q 2405685:ISDLUSFB

Sisters for Sisters' Education project Final reflections: Achievements and lessons learned - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GVCVCCV2 2405685:L56MJKYJ

Enem 2021: Geekie Teste cobre 100% dos assuntos de Matemática e 93% de Ciências da Natureza - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...
KerkoCite.ItemAlsoKnownAs: 2339240:F4SM5NJ8 2405685:HGK3Y6KK

Retrospectiva Geekie 2021: (re)encontros de pessoas, caminhos e possibilidades - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...
KerkoCite.ItemAlsoKnownAs: 2339240:DCAHYDUU 2405685:IYDYJ3KN