Approaches to teacher professional development in low-to-middle-income countries - Power, Tom (Sustainable English language teacher development at scale: Lessons from Bangladesh, 2019)
This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2339240:D5ABKQWT 2405685:5G9NIHEU 2405685:KJGDVY5F 2405685:P8GU4VUJ 2405685:W9CSF5TT 2534378:3KFFQRC7 2534378:RSWZTN7D
Keywords: Important; Read

Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities - Power, Tom; Hedges, C; McCormick, R; Rahman, S (Commonwealth of Learning (COL), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7
Keywords: C:Poor and marginalised communities; ⛔ No DOI found

Randomizing Development: Method or Madness? - Pritchett, Lant (2019)
An important argument for the increased use of randomized control trial methods in development is that the evidence from these studies will encourage the uptake of effective programs and projects (both through discouraging ineffective projects and improving design of new projects) and this will lead to reduced poverty and improved human well-being. However, cross-national evidence shows that the four-fold transformation of national development, to higher productivity economies, to more responsive states, the more capable organizations and administration and to more equal social treatment produces gains in poverty and human well-being that are orders of magnitude bigger than the best that can be hoped from better programs. Arguments that RCT research is a good (much less “best”) investment depend on both believing in an implausibly low likelihood that non-RCT research can improve progress national development and believing in an implausibly large likelihood that RCT evidence improves outcomes.
KerkoCite.ItemAlsoKnownAs: 2405685:9MD7M5KH 2447227:RULPAH4C
Keywords: ⛔ No DOI found

Digital Foundations Project – Projects – The Public Private Partnership Commission - Public Private Partnership Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QEY68WUZ 2405685:BBIYA6JF

Teaching technology and tolerance in tandem: Culturally responsive classroom guidance interventions - Purgason, Lucy L.; Boyles, Jessica; Greene, Cassidy (Journal of School Counseling, 2019)
Twenty-first century schools are characterized by increasing diversity and use of technology. An opportunity exists for school counselors to utilize technology to create novel and innovative classroom guidance lessons designed to facilitate cultural exploration and promote cultural understanding. This article provides a rationale for how the integration of technology in classroom guidance can be particularly beneficial to immigrant and refugee students. The purpose is to feature three technology tools for use at the elementary, middle, and high school levels. Lesson plans are provided.
ERIC Number: EJ1224480 KerkoCite.ItemAlsoKnownAs: 2339240:6KGQ5V92 2405685:JBSDPKG4 6018420:3GTI2YZT
Keywords: Computer Mediated Communication; Computer Simulation; Cultural Awareness; Culturally Relevant Education; Elementary School Students; English Language Learners; Guidance; High School Students; Immigrants; Information Technology; Intercultural Communication; Intervention; Lesson Plans; Middle School Students; Prosocial Behavior; Refugees; School Counseling; School Counselors; Teaching Methods; Technology Integration

Making sense of bitcoin, cryptocurrency and blockchain - PwC (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:P8J8VMLH 2405685:S5J77WM6

Autism identification and learning through motor gesture patterns - Rafique, Insha; Fatima, Kashmala; Dastagir, Anum; Mahmood, Sajid; Hussain, Muzammil (2019 International Conference on Innovative Computing (ICIC), 2019)
Autism Spectrum Disorder (ASD) is a mental development disorder which affects the processing of information in brain causing delays in the language and reasoning development. A person's behavior can make it distinguishable if he/she has the disorder or not through three main traits i.e. social interaction, restricted/repetitive behavior or communication skills. ASD is usually diagnosed clinically on the basis of some core symptoms and tests which are expensive and can be stressful for a child. Research has shown that Autistic people can be differentiated through the difference of force in their Motor Gestures which is related to restricted/repetitive behavior of Autistic individuals. Motor disturbance is observed in autistic patients which is a key factor for us to make its identification possible through a technical early stage approach which can be very effective. A preschool level Android touch application has been developed in which the motor patterns are observed through touch sensors and inertial sensors. Ten features were obtained as kids touched the screen for the gameplay. This touch and inertial data was then analyzed by processing them through Machine Learning (ML) algorithms to classify between Autistic and Non-Autistic group on the basis of the ten features and the motor disruption was identified. This data supports the motion disruption of movements which is identified to be as a core feature of ASD (restricted/repetitive behavior) and this demonstrates that Autism is possible to be computationally assessed through an interactive and fun gameplay on a smart device. In this way we will be able to diagnose Autism through an easy to access, learning smart phone application instead of a typical, expensive clinical diagnosis.
KerkoCite.ItemAlsoKnownAs: 10.1109/ICIC48496.2019.8966740 2339240:UCLQE3S3 2405685:8TCBSWAX
Keywords: Android touch application; Autism; Autism Spectrum Disorder; Force; Games; Machine Learning (ML) algorithms; Machine learning algorithms; Pediatrics; Tactile sensors; Variable speed drives

English language teaching in Bangladesh today: Issues, outcomes and implications - Rahman, Mohammad Mosiur; Islam, Md Shaiful; Karim, Abdul; Chowdhury, Takad Ahmed; Rahman, Muhammad Mushfiqur; Seraj, Prodhan Mahbub Ibna; Singh, Manjet Kaur Mehar (Language Testing in Asia, 2019)
Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40468-019-0085-8 10/gg398d 2339240:6DJW9B5P 2339240:T5V5WJQJ 2405685:EH4KT3RK 2405685:VUKTNAHY

Bangladesh Tertiary Education Sector Review - Rahman, T; Nakata, S; Nagashima, Y; Rahman, M; Sharma, U; Rahman, M.A. (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WMUIJ9VC 2405685:VCP3HEWK

Videogame to support the teaching of reading to deaf children using gamification - Ramos-Ramirez, Rancés; Mauricio, David (Revista Ibérica de Sistemas e Tecnologias de Informação, 2019)
ISBN: 1646-9895 Publisher: Associação Ibérica de Sistemas e Tecnologias de Informacao KerkoCite.ItemAlsoKnownAs: 2339240:D2F5H3MW 2405685:HDA26ARZ
Keywords: ⛔ No DOI found

The analysis of dyscalculia students learning difficulty in inclusive education of primary school level in Tasikmalaya. - Ratnaningsih, Nani; Arhasy, Ebih; Hidayat, Edi (Journal of Education, Teaching and Learning, 2019)
Publisher: STKIP Singkawang KerkoCite.ItemAlsoKnownAs: 10.26737/jetl.v4i1.997 2339240:N5GH7SP6 2405685:2TD98A8I
Keywords: ⛔ No INSPIRE recid found

Use of learning assessment data in education policy-making | IIEP-UNESCO - Raudonyte, Ieva (UNESCO IIEP, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VJAGTN84 2405685:GLNRL2JL

Ref 2019: Panel Criteria and Working Methods - REF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:F93TEKLT 2405685:7VLNWDHY F93TEKLT

RISE in Nigeria: Non-technical Research Overview - RISE (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:LXSP52B2

Evaluacion de Impacto. Proyecto: Rompiendo Estereotipos, STEM es para chicas - Rodriguez, Lucina; Rivera, Antonella; Orjeda Fernandez, Gisella; Caillaux Icochea, Marcela; Quiroz Zafra, Sofia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XFFE7CUZ 2405685:6XPUURQU

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach - Rose, R.; Garner, P.; Farrow, B. (Inclusion, Equity and Access for Individuals with Disabilities., 2019)
https://doi.org/10.100/ 978-981-13-5962-0_21 KerkoCite.ItemAlsoKnownAs: 2405685:AMF2AQAE

National Strategic Development Plan - Royal Government of Cambodia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RCG7YKHH 2405685:LEZSVZYV

Report on Cambodia Labour Force Survey 2019 - Royal Government of Cambodia Ministry of Planning (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AEHIKPT2 2405685:WQTWUJH2

2Dsearch: Facilitating reproducible and valid searching in evidence synthesis - Russell-Rose, T; Shokraneh, F (BMJ Evidence-Based Medicine, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:N4IU2ZAD 2486141:NFPZ7TMZ
Keywords: ⛔ No DOI found

e-Learning Platform - Rwanda Education Board (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TBU3AFWV 2405685:8L4ZNNUC

Welcome to RISA - Rwanda Information Society Authority (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:LEYR6F9X 2405685:AUKXWKYX

Technological Hazards in Classroom Instruction: Rebooting the School Education System in Pakistan - Saleem, Khalid; Farid, Shahid; Atiq, Hira (2019)
The classroom instruction had undergone radical changes since the introduction of computers in the 1990s for educational purposes. New techniques and methods of classroom instruction and student-teacher interaction have emerged. The use of ICTs has put forward new prospects for the teachers as well as students. But, the introduction of these media and methods has made it difficult for the teachers to collaborate efficiently with the ever-changing classroom applications. The present study is an effort to disinter the status of the use ICTs for classroom instruction. For this purpose a questionnaire consisting of most common interactive social media apps and classroom instructional materials was used to collect data from the elementary level school teachers. The analysis of data revealed that the teachers are rarely using these apps and materials during their classroom instruction. Moreover, no training had ever been arranged for the teachers to help them use these apps and materials. It is, therefore, recommended that extensive teacher training is needed to enable the teachers for the effective use of ICTs in the classroom. School education cannot be made successful unless the whole system is rebooted through effective measures and productive use of ICTs.
KerkoCite.ItemAlsoKnownAs: 2339240:23MDID4M 2405685:8JGH8ESN
Keywords: ⛔ No DOI found

Factors affecting the E-learning acceptance: A case study from UAE - Salloum, Said A.; Al-Emran, Mostafa; Shaalan, Khaled; Tarhini, Ali (Education and Information Technologies, 2019)
The main objective of this article is to study the factors that affect university students’ acceptance of E-learning systems. To achieve this objective, we have proposed a new model that aims to investigate the impact of innovativeness, quality, trust, and knowledge sharing on E-learning acceptance. Data collection has taken place through an online questionnaire survey, which was carried out at The British University in Dubai (BUiD) and University of Fujairah (UOF) in the UAE. There were 251 students participated in this study. Data were analyzed using SmartPLS and SPSS. The Structural Equation Modelling (SEM) has been used to validate the proposed model. The outcomes revealed that knowledge sharing and quality in the universities have a positive influence on E-learning acceptance among the students. Innovativeness and trust were found not to significantly affect the E-learning system acceptance. By identifying the factors that influence the E-learning acceptance, it will be more useful to provide better services for E-learning. Other implications are also presented in the study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9786-3 10/gmfk2x 2339240:MM9G52U9 2405685:SHKQ2S7Z

Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature - Sangrá, Albert; Raffaghelli, Juliana Elisa; Guitert‐Catasús, Montse (British Journal of Educational Technology, 2019)
The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.
shortDOI: 10/gf5f7h KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12795 10/gf5f7h 2339240:B3XDZLNT 2405685:64NV5INX
Keywords: Reviewed

Generation Unlimited: Investing for and with Young People - Sarkar, Urmila (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6R8V7X9Q 2405685:YB8WZC3W

The Issues and Challenges of Using Multimedia at a District Level, Specialized Girls’ College in Bangladesh - Sarowardy, Muhammad Hasan; Halder, Deb Proshad (Creative Education, 2019)
The use of multimedia in imparting education has inevitably been trendy owing to its multifold benefits which have been established and reinvestigated as inseparable teaching aid and tool in teaching-learning process. But This technological assisting component cannot be accorded in many of the institutions of Bangladesh due to several internal as well as external factors. This paper aims to highlight the emerging factors that beset in the institution of Bangladesh. This institutional study on the issues and challenges of using of multimedia in a district (urban area) level girls’ college projects a thorough realization of the difficulties what this types of attributive colleges face in Bangladesh. The resource constraint, the lack of motivation of the teachers, the lack of expert human resource, the insufficient digital tools and lack of multimedia-enabled class environment are found to be barriers and some guiding directives are also imposed in this paper that emerges through the interviews of the teachers and the Vice principal. Thus, the paper, in a miniature effort, tries to lay out the challenges the college of Bangladesh faces and highlight some remedial ways to cope up the challenges.
KerkoCite.ItemAlsoKnownAs: 10/gj37jg 2339240:M5B3GAH9 2405685:LDBLDTX5

Nigeria : A Short Update on Poverty and Shared Prosperity - Sattar, Sarosh; Kalam Azad, Abul (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:XHKAC398

The Future Is Ours: Strategic Foresight toolkit – making better decisions - Save the Children UK; School of International Futures (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:WVZ8GDKD

Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture - Schmiedel, T.; Müller, O; Brocke, J. (Organizational Research Methods, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094428118773858 2405685:E5FNF8J8 2486141:L8RC8FY4
Keywords: _Added-ailr-2024

Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan - Schulze, Charles (African Education Trust, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5AX82WHH 2405685:FWQJFXQN

The Global Competitiveness Report 2019 - Schwab, Klaus (World Economic Forum, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3ITY5U7T 2405685:B95E4PHC 2405685:CU6VHKQI
Keywords: auto_merged; ⛔ No DOI found

Teacher CPD: International trends, opportunities and challenges - Scutt, Cat; Baeyer, Sarah (Chartered College of Teaching, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:36UKQ92L
Keywords: C:International

The impact of learning first in mother tongue: Evidence from a natural experiment in Ethiopia - Seid, Yared (Applied Economics, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2018.1497852 2405685:CYI57FGE 4042040:Z62RLKMM

Introduction to Systematic Reviews - Serbic, Danijela (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QZ275HD2 2405685:NQ9IFWKD QZ275HD2

The role of online education for the advancement of women - Shahzadi, Dr Jacqueline (Graduate women International (GWI), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YEXGZ552 2405685:HI4ZM6MB
Keywords: ⛔ No DOI found

Highlights/Breakdown of the 2020 Approved Budget - Shamsuna Ahmed, Zainab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:PWJ5P7HV

Digital Kids Asia-Pacific: Insights into Children’s Digital Citizenship - Shin, Tao Seob; Hwang, Hyeyoung; Park, Jonghwi; Teng, Jian Xi; Dang, Toan (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4XC4UKI8 2405685:QZLYGHH3

How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses - Siddaway, Andy P.; Wood, Alex M.; Hedges, Larry V. (Annual Review of Psychology, 2019)
Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis.
shortDOI: 10/gftjxg KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-psych-010418-102803 10/gftjxg 2339240:XIMFRKVQ 2405685:QWKJ9FR4
Keywords: Guidelines as Topic; Humans; Meta-Analysis as Topic; Publication Bias; Reviewed; Systematic Reviews as Topic; evidence; guide; meta-analysis; meta-synthesis; narrative; systematic review; theory

Using secondary data in education research - Siddiqui, Nadia (Social Research Update, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:EILE8N78 2405685:EZTM6SAR
Keywords: ⚠️ Invalid DOI

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - Sierra Leone Education Innovation Challenge (2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
Library Catalog: www.dsti.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:XUALMEQ5

Informed consent and nudging - Simkulet, William (Bioethics, 2019)
In order to avoid patient abuse, under normal situations before performing a medical intervention on a patient, a physician must obtain informed consent from that patient, where to give genuine informed consent a patient must be competent, understand her condition, her options and their expected risks and benefits, and must expressly consent to one of those options. However, many patients refrain from the option that their physician believes to be best, and many physicians worry that their patients make irrational healthcare decisions, hindering their ability to provide efficient healthcare for their patients. Some philosophers have proposed a solution to this problem: they advocate that physicians nudge their patients to steer them towards their physician's preferred option. A nudge is any influence designed to predictably alter a person's behavior without limiting their options or giving them reasons to act. Proponents of nudging contend that nudges are consistent with obtaining informed consent. Here I argue that nudging is incompatible with genuine informed consent, as it violates a physician's obligation to tell their patients the truth, the whole truth, and nothing but the truth during adequate disclosure.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bioe.12449 KerkoCite.ItemAlsoKnownAs: 10.1111/bioe.12449 2339240:QV33NIH3 2405685:4GJDPR2X
Keywords: bullshit; decision-making; informed consent; libertarian paternalism; lying; nudging; professional ethics; truth-telling

Behavioural Innovation: embracing behavioural science for lasting impact - Simpson, Lea (Brink, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PCJXFRIC 2405685:ILLVHDH4

Education and Disability in the Global South: new perspectives from Africa and Asia. London: Bloomsbury Publishing. - Singal, Nidhi; Lynch, P; Johansson, S. T (British Journal of Special Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8578.12292 2339240:EVTHNM88 2405685:3M6AJUNM

SITA Group CSR Report 2019 - SITA (2019)
Towards a Sustainable Future
EdTechHub.ItemAlsoKnownAs: 2405685:GWT7IX55

GPE 2020 Country-level Prospective Evaluations. Malawi - Smith, Prepared Matthew; Fenning, Christine (Global Partnership for Education (GPE), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9ABNU7B8 2405685:DQGKVE9A
Keywords: ⛔ No DOI found

Expensive Classrooms, Poor Learning: The Imperatives of Reforming School Construction in Egypt - Sobhy (Alternative Policy Solutions, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TDXJZ3NX 2405685:RTUVJKMS 4656463:RJ4BGGQV

What do Tanzanian parents want from primary schools—and what can be done about it? - Solomon, Samuel; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2019/009 2129771:WRWFX4LH 2339240:MKH7QA3N 2405685:3Y9DDX62 2405685:89L48PRQ

Fen Bilimleri Öğretmenlerinin Akıllı Tahta Kullanım Durumlarının Belirlenmesi: Tokat İli Örneği* - Soylu, Ümit İlay and Bozdoğan, Aykut Emre (Uluslararası Türk Eğitim Bilimleri Dergisi, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QCLAGHXV 2405685:FQ9VXLTU

Early Years Preschool Program Impact Evaluation 2018, Midline Survey - Spier, Elizabeth (World Bank, Development Data Group, 2019)
KerkoCite.ItemAlsoKnownAs: 10.48529/ASWC-7R84 2405685:4Q6ZLDXY 2486141:PHAA4RZ7

Developing a competency-based of language skills and literary abilities in the primary school - Suryanto, E.; Akhadiah, S. (Journal of Physics: Conference Series, 2019)
0 citations (Crossref) [2024-04-29] Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/1339/1/012066 2339240:9M4FKZWM 2405685:Z32RMRLK
Keywords: ⛔ No INSPIRE recid found

Annual Survey of Progress and Achievement - T-TEL (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8MWHYQCT 2405685:PSLM9PT6

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania - Tandika, Pambas Basil; Ndijuye, Laurent Gabriel (Information and learning science, 2019)
Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-01-2019-0009 2339240:T4KLPYB6 2405685:TZWTRL92
Keywords: Information and communication technology; Learning and quality instruction; Pre-primary education; Preparedness; Teaching

Teacher Development Programme End of Programme Report - Teacher Development Programme (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YREGV4VF 2405685:AIWDTWHX

Let’s Read - The Asia Foundation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HM8MTIIC 2405685:Y4NFIS88

Statistics - The Global E-Waste Statistics Partnership (E-Waste in Africa, 2019)
Continent / Region / Country statistics
KerkoCite.ItemAlsoKnownAs: 2339240:D3C55V34 2405685:GNE5FSXL

The Personal Data Protection Bill 2019 - The Personal Data Protection Bill (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Q2TCIVX4 2405685:WLGITJRI

Supporting Adolescent Girls Education in Zimbabwe - Thukral, H; Conrad, L; Laesecke, A; Reeves, A; Sibal, M; Zasoski, L (School-to-School International, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RS9XM7XC 2405685:PVRJTG4H

Teacher Training Delivery Mode Research - Tiguryera, Scholastica (USAID, RTI, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WI5IJ7ZS 2405685:S546AYYY
Keywords: ⛔ No DOI found

Research on Children with Disabilities Influences Education Policy in Pakistan - Tofaris, Elizabeth; Bari, Faisal; Malik, Rabea (REAL Centre, University of Cambridge and The Impact Initiative, 2019)
KerkoCite.ItemAlsoKnownAs: 10.35648/20.500.12413/11781/ii333 2339240:5PXUHZI5 2405685:UZRF9Y2H

Technology is transforming governance in Pakistan - Touqeer, Irum; Rontoyanni, Clelia (World Bank Group, 2019)
Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ...
KerkoCite.ItemAlsoKnownAs: 2339240:EELM2PKK 2405685:FM2QXUDY

Making great strides yet a learning crisis remains in Tanzania: Results of the SDI and SABER service delivery surveys - Trako, Iva; Molina, Ezequiel; Asim, Salman (The World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SNZ3GBER 2405685:V4XEV62U

Slum children: barrier faced by children in accessing primary education - Tripathi, Alpica (United International Journal for Research & Technology, 2019)
Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life.
KerkoCite.ItemAlsoKnownAs: 2339240:QFXBURV4 2405685:WPJAASED
Keywords: ⛔ No DOI found

Are our children learning? Uwezo Tanzania learning assessment report 2019 | Unesco IIEP Learning Portal - Twaweza East Africa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AL7LX9CJ 2405685:7KQIECHH

Research on children with disabilities influences education policy in Pakistan - UKFIET; Education, 2019 |; Disabilities | 0 (UKFIET: The Education and Development Forum, 2019)
This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here. According to new research generated by the Research for Equitable Access […]
KerkoCite.ItemAlsoKnownAs: 2339240:HLAR6CJT 2405685:PEJWTXNK

Sustainable Development Knowledge Platform - UN (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XX8K6IWH 2405685:8JT6YXRS 8JT6YXRS

Inequalities in Human Development in the 21st Century - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V6TNP72D 2405685:9TDAZW6S

Inequalities in Human Development in the 21st Century, Ghana - UNDP (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:HDRIMSCU

Inequalities in Human Development in the 21st Century, Kenya - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:392IVFST

Inequality in Human Development in the 21st Century, Jordan - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3EEM6V4S

Access to information: A New Promise for Sustainable Development - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TIQ7G37D 2405685:XQQP38SL

Artificial Intelligence in Education: Challenges and opportunities for sustainable development - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CYU5Z5RT 2405685:4KGF5W8F

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:5ZL38WL2 2486141:VBBHJJDJ

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library - UNESCO (UNESCO, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:E6JTI753

New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DFK8M42B 4042040:6Q4K3URI

Right to education handbook - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6YQ6VKH6 2405685:PFS3CXZ3

The world is off track in achieving the global education goal, SDG4 - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9

Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN

Education sector analysis methodological guidelines. Vol. 2: Sub-sector specific analysis - UNESCO-IIEP; World Bank; UNICEF; Global Partnership for Education (2019)
The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support.
KerkoCite.ItemAlsoKnownAs: 2405685:BRN5TXIS

New methodology shows that 258 million children, adolescents and youth are out of school - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8NSWCYW9 2405685:G6XBUYV2

Sustainable Development Goal 4 : 4.c.1 Proportion of teachers who have received at least the minimum organized teacher training - UNESCO Institute for Statistics (Sustainable Development Goal 4, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NHPAFI8E 2405685:3FRX2EUN

New methodology shows that 258 million Children, Adolescents and Youth are out of school - UNESCO-UIS (United Nations Educational, Scientific and Cultural Organisation, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXZWG9VF 2405685:3NXMC26R

Education 2030: A strategy for refugee education - UNHCR (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:C8RXY86T

Digital literacy for children — 10 things to know - UNICEF (2019)
Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play, participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context. Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them. Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills). Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving. Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development. Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries. Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact. Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits. Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children. Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments.
KerkoCite.ItemAlsoKnownAs: 2339240:DAVC5T72 2405685:LGV5JGFE

Early Literacy and Multilingual Education in South Asia - UNICEF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YPILCB6K 2405685:BIML6DRG

Every child learns: UNICEF education strategy 2019–2030 - UNICEF (2019)
UNICEF education strategy 2019–2030
KerkoCite.ItemAlsoKnownAs: 2339240:9ZGVZ22B 2405685:LTZFWSMN

Every child learns: UNICEF education strategy 2019-2030 - UNICEF (United Nations Children's Fund, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3EKFXYT2 2405685:4FYKRPLC

Including Everyone Strengthening the Collection and Use of Data About Persons with Disabilities in Humanitarian Situations - UNICEF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4ACZGLC4 2405685:LPKBXGZH

Multiple Indicator Cluster Survey Findings Report: Zimbabwe - UNICEF (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:XBYY45NG

Regulatory Policies and ICT Trends: Insights from Timor-Leste - United Nations Economic and Social Commission for Asia and the Pacific (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9MINAGWZ 2405685:4TFDFF8G

Chapter 4. Teaming up with technology - United Nations High Commissioner for Refugees (Turn the Tide: Refugee Education in Crisis - UNHCR, 2019)
Technology’s rapid rise presents us with some of the most exciting opportunities yet to extend education to refugees.
KerkoCite.ItemAlsoKnownAs: 2339240:VASIDF7N 2405685:KPALQU2B 5911999:XR34Y2X8

Results of the Population and Housing Census 01/4/2019 - United Nations Vietnam (United Nations Vietnam Press Centre, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:G6XE8D4J

Universal Basic Education 2018 Indicator Profile for Basic Education Institutions in Nigeria: Public Schools Commission - Universal Basic Education Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V8XHE9D4 2405685:DE29EEVB

Final Report - SENEGAL - Universalia (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:QHLV2XP3

2018 Civil Society Organization Sustainability Index - for Asia 5th Edition – December 2019 - USAID (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SA6U2LEK 2405685:3ILYUE9N

Early Grade Reading Study II (EGRS II) - USAID (2019)
The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language.
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2405685:FPWA6KU3

Improving Education Opportunities USAID Senegal Fact Sheet - USAID (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:BVBHJWJC

Software Global Goods Valuation Framework - USAID (2019)
Software global goods are digital tools, often “free and open-source”, that can be adapted and reused for the global health sector to meet the needs of various countries and contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:JIC88SW3 2405685:CQ89L8A8

How ed-tech can help leapfrog progress in education - Vegas, Emiliana; Ziegler, Lauren; Zerbino, Nicolas (Brookings, 2019)
This brief analyzes the use of ed-tech innovations around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:LH87HU6C 2405685:D9VNFXR8

Evaluation of Inclusive Basic Education in the UNICEF Country Programmes 2012-2016 and 2017-2021 - Venäläinen, Raisa; Chultemsuren, Tamir; Tsendendamba, Batsugar (UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PMGRMUMI 2405685:S2JMNIPP

Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools - Waistell, Daniel; De, Sourovi; Ofori Owusu, Diana; Allen, Reg; Sanni, Kayode; Dupigny, Albert (Education technology and data science for inclusive systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:J8IWHLVQ
Keywords: ⛔ No DOI found

Assessment of accelerated education to catch up with missed school programme in post crisis settings: Case study of selected IDP camps in Maiduguri metropolitan council - Wali, Yagana S; Muhammad Ali, Mustapha (British Journal of Educational Studies, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GV95QIPL 2405685:VQUVNDCL
Keywords: ⛔ No DOI found

Redesigning the design: a review of education technology interventions in Pakistan - Waqar, Yasira; Bokhari, Tahira Batool (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QCA97BYT 2405685:GTK8US66
Keywords: ⛔ No DOI found

Can’t Wait to Learn Lebanon - War Child (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:2DC7K49J 2405685:WGG5SRLK

I'd blush if I could: closing gender divides in digital skills through education - West, Mark; Kraut, Rebecca; Ei Chew, Han (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GZ2PGRST 2405685:ZQPSPXQG

Liberia: Farewell 2019 - A Review of ICT Initiatives in Liberia - Wilkins, Darren (All Africa, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:PKSW9KQS

Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices - Wolf, Sharon; Peele, Morgan E. (Teaching and Teacher Education, 2019)
We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed.
shortDOI: 10/ggjk6c KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2019.07.003 10/ggjk6c 2339240:GB3MPNJU 2405685:M8ZR3GRF
Keywords: _proposed-for: Scoping review

Cambodia Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX7JEYZP 2405685:YDZI4I58

Country Diagnostic of Senegal - World Bank (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:HPZVAMCI

El Salvador | Data - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:R3QZYUMR 2405685:ETUARZB7

Ending Learning Poverty: What will it take? - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3VBYYMMW 2405685:IN2IKH2L

Ghana Accountability for Learning Outcomes Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXTPKKNF 2405685:RYNVN7QJ

Kenya Overview - World Bank (2019)
The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:3KINEYR6

Learning poverty - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HBB55RC3 2339240:MKW7W6F6 2405685:JL3T5B44 2405685:LM9S4WTM

Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GBKAU9Q5 2405685:NGEPLHDI 2405685:YBW7KR4Z

Liberia - Improving Results in Secondary Education Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:B759A5Q3

Nigeria | Population - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:GA3Y3TKV

Pakistan - Learning Poverty Brief - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6NDFBFR9 2405685:9GTWUCR4

Population growth (annual %) - Pakistan - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:U4A7B3YM 2405685:FR9ZYXYR

Population, total - Pakistan | Data - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AEP6WKXX 2405685:B2N4JR6B

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:GIC5MV46

Secondary Education Quality Improvemen Project (SEQUIP) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:38JKD79X 2405685:SWHXQAFJ

Secondary Education Quality Improvement Project (SEQUIP) - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX9AA76T 2405685:TGPWHJQ8

The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All - World Bank (World Bank, 2019)
A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.
KerkoCite.ItemAlsoKnownAs: 2339240:WY5ZPXR9 2405685:W8VE6V9D

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SLADUHSN 2405685:6K54KZ57

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.
Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:GGXFDY2S

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:46DZPS2B 2405685:5DQAJU7Q

Bangladesh - Additional Financing to the Second Reaching Out-of-School Children Project : Learning Opportunities for Displaced Rohingya Children - World Bank Group (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XP8M9YUK 2405685:Z37EUUD9

Assistive technology - World Health Organization (2019)
WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life.
KerkoCite.ItemAlsoKnownAs: 2339240:3GM7SDTZ 2405685:AAEKD76U

Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years of Age - World Health Organization (World Health Organization, 2019)
33 p.
Accepted: 2019-04-03T14:35:28Z KerkoCite.ItemAlsoKnownAs: 2339240:HXRJ26E9 2405685:R8MFHINW

Global learning XPRIZE: Executive summary - XPRIZE (XPRIZE, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:LMHWGYMG 2405685:RF9I68JG

Securing learning for children in conflict and crisis - Yarrow, Noah; Capek, Maja (World Bank, 2019)
Publisher: World Bank Publications KerkoCite.ItemAlsoKnownAs: 2339240:CLJU3BUW 2405685:R8XFHX2K

Towards equitable access to information and opportunity for all: mapping schools with high-resolution Satellite Imagery and Machine Learning - Yi, Zhuangfang; Zurutuza, Naroa; Bollinger, Drew; Garcia-Herranz, Manuel; Kim, Dohyung (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DHZ6C2T4 4042040:ATJ89RKU

A support programme for caregivers of children with disabilities in Ghana: Understanding the impact on the wellbeing of caregivers - Zuurmond, Maria; Nyante, Gifty; Baltussen, Marjolein; Seeley, Janet; Abanga, Jedidia; Shakespeare, Tom; Collumbien, Martine; Bernays, Sarah (Child: Care, Health and Development, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/cch.12618 2405685:NPVKZCTP

Evaluating the effectiveness of digital inclusion at private educational schools in Gaza Strip - Awad, Mohammed M. I.; Majdalawi, Mahmoud O. Al; Salama, Aladdin M. (International Journal of Computer (IJC), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:2B4DM2NU 2405685:LKQVQVTB 6018420:E865833P
Keywords: Digital inclusion; digital tools; education; private schools.; technology adoption

TCF - The Citizens Foundation (2018)
TCF is a non-profit organisation which provides education for those people who cannot afford it. It is an NGO run by professional people.
Library Catalog: www.tcf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:CYT64SM2
Keywords: auto_merged

Concept Project Information Document (PID) - Ghana Accountability for Learning Outcomes Project - P165557 - Mikesell, Deborah Newitter (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4USIM85X 2405685:2ESPIDEA

Sharing of ADHD information between parents and teachers using an EHR-linked application. - Michel, J.; Mayne, S.; Grundmeier, R.; Guevara, J.; Blum, N.; Power, T.; Coffin, E.; Miller, J.; Fiks, A. (Applied Clinical Informatics, 2018)
Background Appropriate management of attention-deficit/hyperactivity disorder (ADHD) involves parents, clinicians, and teachers. Fragmentation of interventions between different settings can lead to suboptimal care and outcomes. Electronic systems can bridge gaps across settings. Our institution developed an email-based software to collect ADHD information from parents and teachers, which delivered data directly to the clinician within the electronic health record (EHR).Objective We sought to adapt our institution's existing EHR-linked system for ADHD symptom monitoring to support communication between parents and teachers and then to assess child characteristics associated with sharing of ADHD information.Methods We updated our software to support automated sharing of ADHD information between parents and teachers. Sharing was optional for parents but obligatory for teachers. We conducted a retrospective cohort study involving 590 patients at 31 primary care sites to evaluate a system for sharing of ADHD-specific health information between parents and teachers. We used multivariable logistic regression to estimate associations between child characteristics and parental sharing. We further investigated the association between child characteristics and viewing of survey results delivered through the electronic communication system.Results Most parents (64%) elected to share survey results with teachers at the first opportunity and the vast majority (80%) elected to share all possible information. Parents who elected to share usually continue sharing at subsequent opportunities (89%). Younger child age and performance impairments were associated with increased likelihood of sharing. However, parents viewed only 16% of teacher submitted surveys and teachers only viewed 30% of surveys shared by parents.Conclusion This study demonstrates that electronic systems to capture ADHD information from parents and teachers can be adapted to support communication between them, and that parents are amenable to sharing ADHD information with teachers. However, strategies are needed to encourage viewing of shared information.
Publisher: Georg Thieme Verlag KG KerkoCite.ItemAlsoKnownAs: 10.1055/s-0038-1676087 2339240:P22QFITF 2405685:BLMUV2P5

Effectiveness of a youth-led early childhood care and education programme in rural Pakistan: A cluster-randomised controlled trial - Yousafzai, Aisha K.; Rasheed, Muneera A.; Rizvi, Arjumand; Shaheen, Fariha; Ponguta, Liliana A.; Reyes, Chin R. (PLOS ONE, 2018)
Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0208335 2339240:PD93RTYY 2405685:ZUGJ62HH
Keywords: Caregivers; Child development; Children; Human learning; Pakistan; Schools; Supervisors; Teachers

The difference between economic and financial analysis for WASH services - Ross, Ian (WASHeconomics.com, 2018)
The distinction between economic analysis and financial analysis is not always straightforward. In this post I try to clarify this. Definitions I have previously defined WASH economics as “the stud…
KerkoCite.ItemAlsoKnownAs: 2339240:RI9C4FHT 2405685:QWR4ZRBS

Education and Disability in the Global South: New Perspectives from Africa and Asia - Singal, Nidhi; Lynch, Paul; Johansson, Shruti Taneja (Bloomsbury Publishing, 2018)
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:DZELW96T 2405685:9MZNXBIX
Keywords: Education / Educational Policy & Reform / General; Education / Inclusive Education; Education / Special Education / General

Getting back to normal after Ebola strikes - Daems, Typhaine; Willemot, Yves (UNICEF, 2018)
Beating Ebola starts in the classroom. It doesn't end there
KerkoCite.ItemAlsoKnownAs: 2339240:3I6BWQ34 2405685:T24CRW2F

Facilitators and barriers of assistive technology and learning environment for children with special needs - Lersilp, Suchitporn; Putthinoi, Supawadee; Lersilp, Theeratorn (Occupational Therapy International, 2018)
The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.
13 citations (Crossref) [2024-02-28] Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2018/3705946 2339240:MNJXAI5P 2405685:DGKJ8CRQ
Keywords: ⛔ No INSPIRE recid found

Making Kolibri an All-Around Inclusive EdTech - Matic, Radina (Medium, 2018)
Interactive Components, Documentation and Beyond
EdTechHub.ItemAlsoKnownAs: 2405685:6ZBP3PUP

Experimental evidence on scaling up education reforms in Kenya - Bold, Tessa; Kimenyi, Mwangi; Mwabu, Germano; Ng’ang’a, Alice; Sandefur, Justin (Journal of Public Economics, 2018)
What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2339240:58EIIZ3H 2405685:XRHDAKJR 4656463:B7GSKCJK
Keywords: Contract teachers; Education; External validity; Kenya; Randomized evaluation; State capacity

Sierra Leone Media Landscape Report - BBC Media Action (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7N6UW9TG 2405685:644SZI8D

Reshaping adolescents' gender attitudes: evidence from a school-based experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (National Bureau of Economic Research, 2018)
Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25331 2339240:W8AREQBB 2405685:NBD6LG5T

Digital Mauritius 2030 Strategic Plan - Ministry of Technology, Communication & Innovation (Government of the Republic of Mauritius, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KW3DRPBD 2405685:LX96MHFV

Impact evaluation of Tayari school readiness program in Kenya - Ngware, Moses; Hungi, Njora; Wekulo, Patricia; Mutisya, Maurice; Njagi, Joan; Muhia, Nelson; Wambiya, Elvis; Donfouet, Hermann; Gathoni, Grace; Mambe, Shem (APHRC, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:547KU8IY 2405685:ZPLJMSX2

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [long report] - Romero, Mauricio; Sandefur, Justin (Centre for Global Development, 2018)
After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, & Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18σ after one year, and .16σ after three years, equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Behind these average effects, the identity of the contractor mattered. Despite facing similar contracts and settings, some providers produced uniformly positive results, while others present stark trade-offs between learning gains, access to education, child safety, and financial sustainability.
KerkoCite.ItemAlsoKnownAs: 2405685:DGLM6PKR

Improving Student Teachers' Digital Pedagogy through Meaningful Learning Activities - Sailin, Siti Nazuar; Mahmor, Noor Aida (Malaysian Journal of Learning and Instruction, 2018)
Purpose: This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology: This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers' reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings: The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers' knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance: Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.
Publisher: Universiti Utara Malaysia Press KerkoCite.ItemAlsoKnownAs: 10.32890/mjli2018.15.2.6 2339240:I5SE5VEN 2405685:UTJAKN83
Keywords: Educational Technology; Foreign Countries; Learning Activities; Preservice Teachers; Self Esteem; Student Attitudes; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; Web 2.0 Technologies

What works? The case of inclusive education | Unesco IIEP Learning Portal - Singal, Nidhi (2018)
The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality.
Library Catalog: learningportal.iiep.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:FHDY4ZTC 2405685:IJ7WBNAN IJ7WBNAN

Licenses for open material - Wageningen University and Research (WUR, 2018)
Open materials are any material provided with an open license. You can use an open license to indicate what other people are allowed to do with your work.
EdTechHub.ItemAlsoKnownAs: 2405685:JAX76AQP

The National Scheme of Education B.E. 2560–2579 (2017–2036) - EduBright (EduBright Resources, 2018)
แผนการศึกษาแห่งชาติ […]
KerkoCite.ItemAlsoKnownAs: 2339240:DXUF76AP 2405685:PCQ2FXKW

The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2018)
Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness.
shortDOI: 10/gf5f7f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 10/gf5f7f 2339240:E5LLMQQY 2405685:CFKVBYIP
Keywords: Reviewed

The True Cost of Freemium - Ferry, Anna (CPO Magazine, 2018)
Section: Data Privacy KerkoCite.ItemAlsoKnownAs: 2339240:IUSPGZNA 2405685:RR5WASM6

Educational Technology Standards and Frameworks - Harris, Matt; Ed.D. (The International EdTech Blog with Matt Harris Ed.D., 2018)
An overview of the most common Educational Technology Standards and Frameworks, such as ISTE, UNESCO, iNACOL, P21, SAMR, TPACK, RAT, TIM, PICRAT, SAMMS, 4Shifts
KerkoCite.ItemAlsoKnownAs: 2339240:Z6MA5CSE 2405685:YK48WEEL

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
shortDOI: 10/gf5f7n KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 10/gf5f7n 2339240:8XL5IRCU 2405685:KCMI3HXH
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; Reviewed

The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico - Avitabile, Ciro; de Hoyos, Rafael (Journal of Development Economics, 2018)
We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.07.008 2339240:92INVKXW 2405685:LTY77SXQ
Keywords: Gender; Information; School performance; Subjective expectations

Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching - Bonner, Patricia J.; Warren, Susan R.; Jiang, Ying H. (Education and Urban Society, 2018)
This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0013124517713820 2339240:FNKUDWZC 2405685:JUZUBP8C
Keywords: multicultural education; social justice; students; teachers; urban education

Students’ access to and perception of using mobile technologies in the classroom: The potential and challenges of implementing mobile learning. - Hanif, Muhammad; Asrowi, Asrowi; Sunardi, Sunardi (Journal of Education and Learning (EduLearn), 2018)
In implementing mobile learning system, students’ needs and perceptions should be focused upon along with curriculum standards. Particularly in the context of higher education institutions in Indonesia, some schools authorities have refused to implement m-learning. Although m-learning is widely used in some schools and considered an effective educational tool, it is not yet fully utilised in most Indonesian schools. Therefore, the aim of this study is to investigate students’ access to and perception of the use of mobile devices in learning, and to understand the potential for its implementation. This study is the result of a survey conducted on 61 students in a school which banned the use of mobile technology. It seeks to understand their potential accessibility by means of ownership, interaction time and the types of mobile application used and to find their perceptions through agreement and the reasons for adopting mobile learning in the classroom. The findings indicate that students are very familiar with mobile devices and their applications. The results also reveal that students have positive perceptions toward m-learning, and indicate that mobile technologies are widely used among them. This report can be taken as the basis for applying a mobile learning system in the classroom.
9 citations (Crossref) [2024-04-29] Number: 4 KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v12i4.8398 2339240:LNUWHIKL 2405685:49L6FAWN
Keywords: Accessibility; M-leaning; Mobile technology; Perception; Potential; ⛔ No INSPIRE recid found

How well do discrete choice experiments predict health choices? A systematic review and meta-analysis of external validity - Quaife, Matthew; Terris-Prestholt, Fern; Di Tanna, Gian Luca; Vickerman, Peter (The European Journal of Health Economics, 2018)
Discrete choice experiments (DCEs) are economic tools that elicit the stated preferences of respondents. Because of their increasing importance in informing the design of health products and services, it is critical to understand the extent to which DCEs give reliable predictions outside of the experimental context. We systematically reviewed the literature of published DCE studies comparing predictions to choices made in reality; we extracted individual-level data to estimate a bivariate mixed-effects model of pooled sensitivity and specificity. Eight studies met the inclusion criteria, and six of these gave sufficient data for inclusion in a meta-analysis. Pooled sensitivity and specificity estimates were 88% (95% CI 81, 92%) and 34% (95% CI 23, 46%), respectively, and the area under the SROC curve (AUC) was 0.60 (95% CI 0.55, 0.64). Results indicate that DCEs can produce reasonable predictions of health-related behaviors. There is a great need for future research on the external validity of DCEs, particularly empirical studies assessing predicted and revealed preferences of a representative sample of participants.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10198-018-0954-6 2405685:6UTTG9K5

Peer Tutoring - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XUX39MF7 2405685:TVRIGR3Z

GPE's Engagement on Domestic Financing for Education - Global Partnership for Education (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LWBNM2DF 2405685:RGL6677R

Interactivity in learning materials for the teaching - Ildikó, Pšenáková; Szabo, Tibor (2018)
PDF | Contemporary modern pupil / student / undergraduate generations' learning / education needs require the accessibility of more effective knowledge... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.1109/ICETA.2018.8572208 2339240:8A49QIMB 2405685:D2DZZY6M

Preparing the next generation: Ugandans’ experiences and opinions on education - Twaweza.org (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:A3KL8UY3 2405685:CRTF5LT7 2405685:RGKCA3G7
Keywords: ⛔ No DOI found

Mongolia: Systematic Country Diagnostic - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:L72JN738 2405685:PBVZ8CDR

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal–achieving radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
KerkoCite.ItemAlsoKnownAs: 2339240:PEQKDJHC 2339240:XNBA9I6L 2405685:6L9G8KMG 2405685:CDVCSBVT

Protecting children in Pakistani cyberspace: Technology-religion education safety approach - Abas, Naeem; Naseem, Farhat; Kalair, Ali Raza; Saleem, Muhammad Shoaib (The 2nd Innovative and Creative Education and Teaching International Conference, 2018)
KerkoCite.ItemAlsoKnownAs: 10.3390/proceedings2211366 2339240:7VC4N39J 2405685:PP857B8L

Data Privacy in Bangladesh A Review of Three Key Stakeholders Perspectives - Hossain, Kamal; Alam, Khabirul; Khan, Umme Saara (Seventh International Conference on Advances in Social Science, Economics and Management Study - SEM 2018, 2018)
KerkoCite.ItemAlsoKnownAs: 10.15224/978-1-63248-164-1-32 2339240:KCTEUWP5 2405685:B99HJAAP

Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity - Poth, Cheryl N. (SAGE Publications Limited, 2018)
Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
Google-Books-ID: 661vDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:4UFUNNYC 2339240:LGF86DD7 2405685:GYD8JF6F
Keywords: Reference / Research; Social Science / Methodology

In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? - Bruns, Barbara (Center For Global Development, 2018)
An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.
KerkoCite.ItemAlsoKnownAs: 2129771:2D7IEEZ6 2339240:GIKWZG8S 2405685:IUEBJUAM

PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS - Muigai, Jecinta W. (European Journal of Education Studies, 2018)
The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum. Article visualizations:
Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2405685:H59Q6NHX
Keywords: academic achievement; parental involvement; primary schools; ⚠️ Invalid DOI

Parental Involvement in Primary Schools in Kenya as a Major Strategy for Academic Success - Muigai, Jecinta W. (European Journal of Education Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2339240:DIGA96IK 2405685:YUHYVPSU
Keywords: ⚠️ Invalid DOI

GirlForce: Skills, education and training for girls now - UNICEF (UNICEF DATA, 2018)
A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.
KerkoCite.ItemAlsoKnownAs: 2339240:SKDPTTBR 2405685:4MV2C9LG

Poverty and shared prosperity 2018: piecing together the poverty puzzle - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1330-6 2339240:D7ILVMJG 2405685:HH839XBS

Can technology enable effective teacher coaching at scale? - Evans, David (2018)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2339240:7HET7C9K 2405685:XCWVRPKM

Basic mobile phones more common than smartphones in sub-Saharan Africa - Laura Silver; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
EdTechHub.ItemAlsoKnownAs: 2405685:XKY5WMET

Mathematics from the beginning: Evaluating the Tayari preprimary program’s impact on early mathematics skills - Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (Global Education Review, 2018)
Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2339240:NZYMKPRM 2405685:FE8S3EHI
Keywords: Sub-Saharan Africa; ⛔ No DOI found

Internet connectivity seen as having positive impact on life in sub-Saharan Africa - Silver, Laura; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
EdTechHub.ItemAlsoKnownAs: 2405685:H282TBDA
Keywords: ___working_potential_duplicate

Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out - Sims, Sam; Fletcher-Wood, Harry (2018)
Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:2VB6UKTN 2405685:75VHL4AH 2405685:UH59JRDH
Keywords: C:International; CitedIn:OER4Schools-HHH3-A; ⛔ No DOI found

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using ICT, 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK
Keywords: ⛔ No DOI found

Technology functions for personalized learning in learner-centered schools - Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles M. (Educational Technology Research and Development, 2018)
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-018-9615-9 2339240:GUNE7QI3 2405685:YKDTT2EJ

Revised Special Needs and Inclusive Education Policy - Ministry of Education (Republic of Rwanda, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:FIC7SLRH

Internet Connectivity Seen as Having Positive Impact on Life in Sub-Saharan Africa - Silver, Laura; Johnson, Courtney (Pew Research Center, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:BRQSIYV5
Keywords: ___working_potential_duplicate

Research on deep learning techniques in breaking text-based Captchas and designing image-based Captcha - Tang, Mengyun; Gao, Haichang; Zhang, Yang; Liu, Yi; Zhang, Ping; Wang, Ping (IEEE Transactions on Information Forensics and Security, 2018)
The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques.
Conference Name: IEEE Transactions on Information Forensics and Security KerkoCite.ItemAlsoKnownAs: 10.1109/TIFS.2018.2821096 2339240:HKNAN37V 2405685:4GMXQAMG
Keywords: CAPTCHAs; Captcha; Character recognition; Computer security; Image segmentation; Machine learning; Resistance; convolutional neural network; deep learning; image-based; security; text-based

Northern Education Initiative Plus: Early Grade Reading Assessment Midline Report - USAID Nigeria (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3ERTA2CV 2405685:YZ2KWC7R

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Place: London Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2405685:3B8PG5WG 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Place: London Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2339240:D3GVXCKA 2405685:MPZV6K2F 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Rwanda Revenue Authority becomes ICDL Accredited Test Centre - ICDL (ICDL Africa, 2018)
The Rwanda Revenue Authority (RRA) is a government revenue collection agency established by the Parliament of Rwanda. The RRA is charged with enforcing, assessing, collecting, and accounting for the various taxes imposed in Rwanda. As part of its work to support digitalisation and improve service delivery, the RRA is training and certifying its staff to …
EdTechHub.ItemAlsoKnownAs: 2405685:S6FPJA85

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2018/024 10/ghgnff 2405685:WYIY3SSM
Keywords: C: South Africa

How Geospatial Technology Changed over Time - Rees, Eric van (Soar, 2018)
Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over…
KerkoCite.ItemAlsoKnownAs: 2405685:787ZSFLE 4042040:Y968VLN5

Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: A qualitative study from Karnataka, southern India - Ramanaik, Satyanarayana; Collumbien, Martine; Prakash, Ravi; Howard-Merrill, Lottie; Thalinja, Raghavendra; Javalkar, Prakash; Murthy, Srikanta; Cislaghi, Ben; Beattie, Tara; Isac, Shajy; Moses, Stephen; Heise, Lori; et al. (PLoS ONE, 2018)
Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata intervention targeting adolescent girls in Bagalkote and Vijayapura districts in northern Karnataka. We used two rounds of in-depth interviews, conducted in 2014 at a time when respondents were in 8th standard at the age of 13 to 14 and sixteen months later. We combined thematic and narrative analyses. Results Our study found that poverty and socioeconomic realities at the household level strongly affect conformity with discriminatory gender practices such as restricting girls’ mobility. The value placed on education by parents clearly differentiates the regular school goers from those frequently absent and others who dropped out. With active encouragement of the girls’ educational and career aspirations, parents engendered the girl’s agency to communicate openly both at home and at school, allowing subtle changes to gender performance while resisting the pressure of social sanctions. In contrast, where educational aspirations were weak, parents invested more intensely in enforcing correct performance of gender, prioritising her well-being by aiming to secure her future in a good marriage. Among poorer families, girls’ domestic duties came at the cost of schooling with concerns about protecting her sexual purity predominating. Conclusions In contexts where a strong gender ideology of virginity before marriage rules, subtle shifts in harmful gender practices are possible. Interventions aiming to improve education need to target the most deprived families, focussing on trust building through open communication.
shortDOI: 10/gd6jwg KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0202470 10/gd6jwg 2405685:Z8HRZP6T

Ensuring excellence new standards for graduate teachers | NSW Government (2018)
Last Modified: 2020-03-04 Library Catalog: www.nsw.gov.au Publisher: NSW Government KerkoCite.ItemAlsoKnownAs: 2405685:9CIXBW5M 2405685:YKQSUC5H

Technocentrism and social fields in the Indian EdTech movement: formation, reproduction and resistance - Burch, Patricia; Miglani, Neha (Journal of Education Policy, 2018)
All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level.
KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2018.1435909 2339240:5ZMGP38H 2339240:MRFCBMCJ 2339240:WHH9EURE 2405685:HEHKWVQS

Returns to investment in education: a decennial review of the global literature - Psacharopoulos, George; Patrinos, Harry Anthony (Education Economics, 2018)
In the 60-plus year history of returns to investment in education estimates, there have been several compilations in the literature. This paper updates Psacharopoulos and Patrinos and reviews the latest trends and patterns based on 1120 estimates in 139 countries from 1950 to 2014. The private average global return to a year of schooling is 9% a year. Private returns to higher education increased, raising issues of financing and equity. Social returns to schooling remain high. Women continue to experience higher average returns to schooling, showing that girls’ education remains a priority.
Publisher: Routledge _eprint: https://doi.org/10.1080/09645292.2018.1484426 KerkoCite.ItemAlsoKnownAs: 10.1080/09645292.2018.1484426 2339240:A766YX3S 2405685:8W6KPXBB
Keywords: C13; J31; Returns to schooling; investments in education

Transparency in literature reviews: An assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Classroom dialogue and digital technologies: A scoping review - Major, L.; Warwick, P.; Rasmussen, I.; Ludvigsen, S.; Cook, V. (Education and Information Technologies, 2018)
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
shortDOI: 10/gdm2tx KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2339240:X7R88KV5 2405685:QLMSBRPI 2405685:T6GR54KG
Keywords: Classroom dialogue; Collaboration; Digital technology; Edtech; Talk; _THEME: Teacher Professional Development