COVID-19 Coordinated Education Response Plan for Ghana - Ministry of Education, Ghana (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:3VYAHJUP

Ministry Initiates Supplementary Radio Programmes - Ministry of Education, Heritage & Arts (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L77JT96K 2405685:9KNX3EA5

Queen Rania Center for Education and Information Technology Center - Ministry of Education, Jordan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2DDPUBXB

The Education System in Jordan - Ministry of Education, Jordan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9V5ILBCT

منصة درسك للتعلم عن بعد - Ministry of Education, Jordan (2020)
منصة درسك للتعلم عن بعد
KerkoCite.ItemAlsoKnownAs: 2339240:S3U7WSMY 2405685:C7JWXFS3 2405685:DMACDZKT

مهارات التعليم عن بعد - Ministry of Education, Jordan (2020)
مهارات التعليم عن بعد
KerkoCite.ItemAlsoKnownAs: 2339240:C652QYKF 2405685:7KCHZZWX 2405685:RQYJKW5X

Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan - Ministry of Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RUEZ2X4Q

Teach by Radio | Ministry of Education (Liberia) - Ministry of Education (Liberia) (2020)
Library Catalog: moe-liberia.org EdTechHub.ItemAlsoKnownAs: 2405685:9VWX4BDW

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Ministry of Education (Rwanda) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DUZJ6SC7 2405685:BXUJTESS

GPE Covid-19 Education Response Support Programme (CESP) - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BPCM4852 2405685:WJ86MK5X

National Framework for Teachers Continuous Professional Development - Ministry of Education, Science and Technology (United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9

Educational Technology Plan 2020-2030 - Ministry of Education Singapore (2020)
Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.
KerkoCite.ItemAlsoKnownAs: 2339240:TQTZTXE6 2405685:89NRG6ZI

Pakistan National Education Response Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:GYU8A9SI
Keywords: ___working_potential_duplicate; auto_merged

Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FMYLKR2F

Pakistan National Education Response and Reslience Plan for COVID-19 - Ministry of Federal Education and Professional Training (Pakistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6CB3A2XS 2405685:TK8CF5YV

Education Contingency Plan for Novel Coronavirus (COVID-19) - Ministry of General Education (Zambia) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:324MYZ5P 2405685:GR2URAXT

Ministry of ICT Postal & Courier Services | Home - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:R5F8CX6A

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:MV5RWXEF

Ministry of Information, Publicity and Broadcasting Services | Home - Ministry of Information, Publicity and Broadcasting Services (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:V3SUPSUJ

Review of 10 Years of Implementing the Law on Gender Equality - Ministry of Labour – Invalids, and Social Affairs; United Nations Population Fund (Hong Duc Publishing House, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RAEVBUKM 2405685:EPKTVPAX

COVID-19 Response and Recovery Plan - Ministry of Primary and Mass Education (Government of People's Republic of Bangladesh, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:433RGDYT 2339240:6Q5BVEZA 2339240:GJLEVTTL 2405685:52CDSLIM 2405685:8KHDLPVL 2405685:SV9HP48X

Centre of Education, Research, Innovation and Development - Ministry of Primary and Secondary Education (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:Q66947BV

Curriculum Development and Technical Services Department - Ministry of Primary and Secondary Education (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FVAC729F

Why COVID-19 is an EdTech opportunity for Latin America - Mitchell (World Economic Forum, 2020)
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.
KerkoCite.ItemAlsoKnownAs: 2339240:TXI22394 2405685:F3H5ND3U

Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural China - Mo, Di; Bai, Yu; Shi, Yaojiang; Abbey, Cody; Zhang, Linxiu; Rozelle, Scott; Loyalka, Prashant (Journal of Development Economics, 2020)
There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102487 2339240:DGJ5AP6N 2405685:E6237AQC

Mobile Classroom | Home - Mobile Classroom (2020)
Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...
Library Catalog: www.mobileclassroom.com.ng EdTechHub.ItemAlsoKnownAs: 2405685:M5VAHKWM

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - MoFEPT (Ministry of Federal Education and Professional Training, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI

Education under Covid-19 lockdown: Reflections from teachers, students & parents - Moghli, Mai Abu; Shuayb, Maha (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:72A4MY3C 2405685:JNDEFESX 2405685:M3WCABWI

What COVID-19 reveals about educational inequality in Ghana - Mohammed, W.F. (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FFLSKVXF

Dearth of research in Bangladeshi universities - Momin, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X9NZ9GIQ 2405685:B5DNCPYF

Access to digital learning during COVID-19 closures: compounding educational inequality? - Moore, Rhiannon; Marshall, Lydia (2020)
This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.
Library Catalog: www.younglives.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:E5TCVMHM 2405685:HMR72IPB

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin (Journal of Education for Teaching, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1755205 2339240:G2NYVZGB 2405685:6IQP5LKT

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin Luke (Journal of Education for Teaching, 2020)
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1755205 2405685:KL65EJ4F
Keywords: COVID-19 pandemic; Initial teacher education; adapting to online teaching; synchronous online teaching

Annual Primary School Census 2019 (Draft) - MoPME; Directorate of Primary Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HALFYWI8 2405685:LEVHI9LQ

Evaluation of the Sida-supported Education Program for Results (EPforR) 2014–2021, Tanzania - Moran, Greg; Connal, Criana; Kirama, Stephen; Leung, Yvonne (Sida, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2EUL79EI 2405685:B2PJZSBY

What Is Universal Design for Learning (UDL)? - Morin, Amanda (Understood, 2020)
Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.
KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T

Transforming teacher education and learning - Mott MacDonald (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2

WhatsApp supported language teacher development: A case study in the Zataari refugee camp - Motteram, Gary; Dawson, Susan; Al-Masri, Nazmi (Education and Information Technologies, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10233-0 2339240:MNDFWVLB 2405685:TKDFMKII

Conducting value for money analysis in digitising education systems in Tanzania (inception report) - Mtebe, Joel (PO-RALG, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RW75LGCQ 2405685:5498ABMY

Implementing A LOT-Change Intervention through Radio in Korogocho and Viwandani - Muhia, N; Abuya, B; Wachira, M (African Population and Health Research Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4GR5YS9M 2405685:G8HVMHXL

Prospective teachers' online learning mathematics activities in the age of COVID-19: A cluster analysis approach - Mulenga, Eddie M; Marbán, José M (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.
KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8345 2405685:XS6UDPHU
Keywords: COVID-19; Mathematics education; Online learning; Prospective teachers; Virtual teaching; Zambia

Equity-Focused Approaches to Learning Loss during COVID-19 - Mundy, Karen; Hares, Susannah (2020)
Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:ADUFI2B5 2339240:LP3AE2HY 2339240:PMKBKUFC 2405685:6XDWQ7A4 2405685:72SGDFR3 2405685:INAZVHPJ 2405685:RR6F4GN6
Keywords: ___working_potential_duplicate

Managing Education Systems During COVID-19: An Open Letter to A Minister of Education - Mundy, Karen; Hares, Susannah (Center For Global Development, 2020)
The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758

Peru: Aprendo en casa - Munoz-Najar, Alberto (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:474WB6NJ 2405685:UUKZMAEV

Type of intervention: Public-private partnership (led by the government) Website: http://subeb.edostate.gov.ng/home-school/ - Munoz-Najar, Alberto; Osa Oviawe, Joan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38
Keywords: ⛔ No DOI found

Nigeria: Edo-BEST@Home - Munoz-Najar, Alberto; Oviawe, Joan Osa (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C8R53YB6 2405685:3R5UQ46H

Covid-19 Response: Diagnostic Assessment - Munyan-Penney, Nicholas; Barone, Charles (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZWVTN8DU 2405685:PZQYCR5N
Keywords: ⛔ No DOI found

Higher education and programme delivery in the context of COVID-19 and institutional closures: student responses to the adoption of e-Learning at a public university in Zambia - Mwale, Nelly; Chita, Joseph (Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:3UPL6GJE
Keywords: ⛔ No DOI found

An interactive math braille learning application to assist blind students in Bangladesh - Nahar, L; Sulaiman, R; Jafaar, A (Assistive Technology, 2020)
Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing & touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2020.1734112 10/gkm64j 2339240:9H367DU5 2405685:9SMEBFMC

Recovery of Learning Loss Created Due to COVID-19 Crisis: Analysis of Bangla Learning Outcomes and Identification of Content - NAPE; Room to Read (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6BFW7CPF 2405685:3WDEFT65

Stop thinking about tomorrow: Even in the era of COVID-19 History is teaching past and present reflections on teaching History during COVID-19 - Nasson, L. (Yesterday and Today, 2020)
Publisher: The South African Society for History Teaching (SASHT) KerkoCite.ItemAlsoKnownAs: 2405685:EN39RVFT
Keywords: ⛔ No DOI found

The ICT Rights of Persons with Disability Act 2020 - National Assembly of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7RMWHTD5 2405685:BDY9AXTY

Textbook - National Council of Educational Research and Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YH6ILVRW 2405685:JUTWVE3Q

Malawi Vision 2063 Document - National Planning Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR

DIKSHA - National Portal of India (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XU82DGFU 2405685:5RN6C3TX 5RN6C3TX

Malawi – Fifth Integrated Household Survey 2019-2020 - National Statistical Office (World Bank Microdata Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:8XN2BTBI

National Universities Commission | Open Distance & e-Learning - National Universities Commision (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U

Policy brief: Education during COVID-19 and beyond - Nations, United (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQQZWATH
Keywords: ⛔ No DOI found

Nigerian Communications Commission | Home - NCC (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457

Smart buys: system reform, local-level buy-in and reaching the most marginalised - Ndaruhutse, Susy (The Education and Development Forum (UKFIET), 2020)
This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […]
KerkoCite.ItemAlsoKnownAs: 2339240:S3CPGUIH 2405685:BSJGIH79

Enriching performance of mathematics in secondary schools using mobile learning - Ndume, Vitalis A; Songoro, Marietha; Kisanga, Dalton H (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020)
To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved.
KerkoCite.ItemAlsoKnownAs: 2339240:2NFAS9NU 2405685:XNEI7RKG
Keywords: ⛔ No DOI found

Out of 47.6 million Kenyans, 35.7 million are under the age of 35 - Ndungu, Tonny (Citizen Digital, 2020)
Kenya is a country of the youth according to the 2019 Census results which shows that 75% of the 47.6 million population is under the age of 35.
Library Catalog: citizentv.co.ke Section: news KerkoCite.ItemAlsoKnownAs: 2405685:73QJMNDY

Solving the Iceberg Problem: Addressing Learning Loss in Middle School Math through Tailored Acceleration - New Classrooms (New Classrooms, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U9PM6NW8 2405685:BA2KMH4V

The voices of children and youth in Tanzania's COVID-19 response - Ngutuku, Elizabeth (Africa at LSE, 2020)
Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community.
KerkoCite.ItemAlsoKnownAs: 2339240:ULLR648B 2405685:ZH84J8YI

NITDA | e-Learning Facilities - NITDA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL

Children adjust to life outside Nigeria’s Almajiri system | UNICEF Nigeria - Njoku, Geoffrey (UNICEF Nigeria, 2020)
UNICEF is supporting the return of children who have left the Almajiri system and their successful reunion with their families
KerkoCite.ItemAlsoKnownAs: 2339240:HCMW8XQW 2405685:6KJDYTQN

Education in the Lao People’s Democratic Republic: On Track for the Twenty-First Century - Noonan, Richard (Springer Singapore, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2A2TQKCC 2405685:D7TSN7SJ
Keywords: ⛔ No INSPIRE recid found

CEPAL - SECRETARIA TECNICA DEL ELAC (*) - Núñez, Georgina; Jordán, Valeria; Rojas, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3REYAYA 2405685:DSL9X4VX
Keywords: ⛔ No DOI found

Universal child benefits: Policy issues and options - ODI & UNICEF (Overseas Development Institute/ United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX

Creditor Reporting System (CRS) - OECD (Organisation for Economic Cooperation and Development (OECD), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2M8XI4TR 2405685:A8SUQKJN
Keywords: ___working_potential_duplicate

OECD Digital Economy Outlook 2020 - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B

PISA 2021 ICT Framework - OECD (2020)
zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9 2405685:FLCKNMWZ
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG

FTTx Deployment - OGERO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RGSD7UV8 2405685:46ANSAXN

E-Pustakalaya | Home - OLE Nepal (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LRSJY9G6

onebillion: COVID-19 UPDATE: How we can keep children learning - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR

Onecourse – one app for reading and numeracy - Onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA

onetab - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN

Open Learning Exchange - Open Learning Exchange (2020)
Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L

Open School BC Home Page - Open School BC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ

OpenEMIS - OpenEMIS (OpenEMIS, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC

Opportunity Education - Opportunity Education Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ

Orange Education Portal - Orange Sierra Leone (2020)
Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2405685:YV3WDQAQ

Four Key Elements to Make Hybrid Education a Reality - Ortiz, Elena Arias; Brechner, Miguel; Alfaro, Marcelo Pérez; Vásquez, Madiery (Inter-American Development Bank – Education Division – Social Sector, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LNU6BJMX 2405685:HZVZWDEK

«Всеукраїнська школа онлайн»: доступний переклад уроків жестовою мовою - Osvitoria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QI57EQWT 2405685:RLUAI8KW

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NX2DISED 2405685:4C2J8V4D

GIS data of schools in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RB88SJ7J 2405685:565IY627

Number of Computers by District 2018 (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CXDZH729 2405685:73RNJ3SS

School data Zanzibar, per district and grade (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9M3JLUFK 2405685:2ULSUIS3

Prospective evaluation of GPE’s country-level support to education - Outhred, Rachel; Turner, Fergal (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QZX9EWFT

Kenya: extreme inequality in numbers - Oxfam (Oxfam International, 2020)
Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2

The "new normal" in education - Pacheco, Jose Augusto (PROSPECTS, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09521-x 2339240:G9YV4MWK 2405685:VULUEXJE

Ready4K - ParentPowered (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HGUC9MU7 2405685:V6PFRQLX

2020 Formula for sharing the DACF. 2020 - Parliament of Ghana (Government of the Republic of Ghana, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BDXUM8GH 2405685:2A4ASLHF 4656463:W7S6ELIP

Report of the Standing Committee on Finance and Budget on the Third Basis for allocating among the counties the share of national revenue - Parliament of Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UIDS46VR 2405685:HQLH7WZB 4656463:IHB44RJV

A Beginner's Guide to Applied Educational Research using Thematic Analysis - Peel, Karen L. (Practical Assessment, Research & Evaluation, 2020)
Publisher: University of Massachusetts Amherst KerkoCite.ItemAlsoKnownAs: 10.7275/RYR5-K983 10.7275/ryr5-k983 2339240:B4RF2Y4H 2405685:2N6FJTMH

Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries - Pellini, Arnaldo; David, Raluca; Katy, Jordan; Phillips, Toby (2020)
Library Catalog: www.ukfiet.org EdTechHub.ItemAlsoKnownAs: 2405685:HJLBXYCD
Keywords: ___working_potential_duplicate

Teacher Education Modality Rapid Review, Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education - Perry, Dr Thomas; Findon, Dr Madeleine; Braim, Dr Benjamin; Davison, Dr Ian; Whatmore, Dr Tracy; Cottle, Dan; Anbreen, Noshaba; Cordingley, Philippa; Crisp, Bart (STEM Learning, University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SHWIGDZU 2405685:FVDRXMPR

Digital technology governance: developing countries’ priorities and concerns - Phillips, Toby; Kira, Beatriz; Tartakowsky, Andrea; Dolan, Jonathan; Natih, Putu (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JLPVD2VU 2405685:FTX9VQI3

Structured Pedagogy Literature Review - Piper, Ben; Dubeck, Margaret M. (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RADU25XK 2405685:VJFUGPYI

Programme Monitoring & Implementation Unit - PMIU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:65XCV2TN 2405685:SFR256YQ

PM E Vidya Program | Online [Digital Learning] for Students | Portal | Courses List, Registration - Pradhan Mantri e-Vidya Initiative for Digital Education (Hindi Yojana, 2020)
[New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process.
Section: Central Govt KerkoCite.ItemAlsoKnownAs: 2339240:GRI4Z8RK 2405685:YJWCEUCF

Decision No. 749/Qd-Ttg Introducing Program for National Digital Transformation by 2025 with Orientations Towards 2030 - Prime Minister, Socialist Republic of Vietnam (2020)
The Prime Minister of Government in Vietnam - Decision 749/QD-TTg 2020 introducing program for national digital transformation in Vietnam
KerkoCite.ItemAlsoKnownAs: 2339240:AA9RCCJD 2405685:H2HVIYRY 2405685:QEUAU5G3

Schools and Covid-19 - Privacy International (Privacy International, 2020)
An estimated 90% of the world’s student population are affected by school closures in the Covid-19 pandemic. And, in the absence of physical space, education technology companies are stepping in to fill the gap.
KerkoCite.ItemAlsoKnownAs: 2339240:6LNSLD2D 2405685:4GJ5GUKG

Global Framework for Educational Competence in the Digital Age - ProFuturo (ProFuturo, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E6WIEMHM 2405685:NWK42M3Z

Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia - Putri, Ratna Setyowati; Purwanto, Agus; Pramono, Rudy; Asbari, Masduki; Wijayanti, Laksmi Mayesti; Hyun, Choi Chi (International journal of advanced science and technology, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G5VJE665 2405685:AF3FSIHI
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Digital & Innovative Learning in Pakistan: The domestic K12 products and services industry overview and enterprise directory - Qazilbash, Zulfiqar; Javeed, Khadija (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZWIVV9S 2405685:ZIB5JSI9

The political economy of the primary education system in Tanzania - Quak, Evert-jan (K4D Helpdesk Report, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DAKVCZMC 2405685:SYVKPWX9
Keywords: ⛔ No DOI found

Edraak - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).
Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:MSEG8TIY

Karim and Jana - Queen Rania Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E

Realization School learning - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).
Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:6WWXGGJ2

أكاديمية الملكة رانيا لتدريب المعلمين - Queen Rania Foundation (2020)
Library Catalog: qrta.edu.jo KerkoCite.ItemAlsoKnownAs: 2405685:33LKZ8PU

TV Okey - Radio Television Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WCI6MJUB 2405685:2G4GDTSI

Online education models' comprehensive analysis - Radmila, Segol; Andrii, Parkhomenko (international Scientific Journal 'Industry 4.0', 2020)
Nowadays online learning is among the most progressive and most popular educational practices in the world. Both European and United States universities try to implement this way of learning into the educational process. Several models of online education are used in the world's practice. The article aims to analyze online learning models to find a way for the best implementation in higher education based on Ukrainian educational system during COVID 19 pandemic in 2020.
KerkoCite.ItemAlsoKnownAs: 2339240:L2TH3IU3 2405685:MBMRFAUU

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ

COVID-19: A spotlight on child data governance gaps - Raftree, Linda; Byrne, Jasmina (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:44UFDWU4 2405685:977L3Z8B
Keywords: ___working_potential_duplicate

COVID-19: A spotlight on child data governance gaps - Raftree, Linda; Day, Emma (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C2MRJPP3 2405685:TV2FJKIG
Keywords: ___working_potential_duplicate

Mobile phone technologies in coping with the challenges and opportunities of CPEC by the youth of rural mountainous areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4
Keywords: ___working_potential_duplicate

COVID-19 boosts digitization of higher education in Bangladesh - Rahman, M; ul-Aziz, M; Ahmed, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YMV5DY38 2405685:F66HV332

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity - Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite (Postdigital Science and Education, 2020)
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V
Keywords: Covid-19; Emergency situation; Higher education; Instructional design; Online teaching; Pedagogical content knowledge

COVID-19 and Options for Financing Education - Read, Lindsay (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BVEIXCBA 2405685:78YVW3BC

Understanding the impact of OER courses in relation to student socioeconomic status and employment - Read, K; Tang, H; Dhamika, A; Bodily, B (International Journal of Open Educational Resources, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18278/ijoer.3.1.5 2405685:QH8J7VBV

COVID-19 and options for financing education - Read, Lindsay (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E9UXAI3F 2405685:EWQEBEM5

Educating Students to Improve the World - Reimers, Fernando M. (Springer Singapore, 2020)
shortDOI: 10/ghgnd6 KerkoCite.ItemAlsoKnownAs: 10/ghgnd6 2405685:EIJXQKZ4

A framework to guide an education response to the COVID-19 pandemic of 2020 - Reimers, Fernando M.; Schleicher, Andreas (OECD, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP

Education Sector Analysis. Assessing the enabling environment for gender equality - Republic of Sierra Leone (UNICEF, IIEP - UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X5MR76ZW 2405685:29U93GQF

Education Sector Analysis: Assessing the enabling environment for gender equality - Republic of Sierra Leone; UNICEF; IIEP-UNESCO Dakar (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3EEMJ5QE 2405685:YIC6SIQI

Teaching literacy to youth in Dadaab - Rich, Sam (eLimu, 2020)
According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…
Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCF8ZXBF 2405685:HFI98LDE 2405685:YLLNE9VA

Rising Academies - Rising On Air - Rising Academy Network (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCT7W2GQ 2405685:F3L6UE82 KCT7W2GQ

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (University of Virginia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3NFUQ2N5 2339240:7X8NJI23 2339240:AAP9R7UD 2339240:TY3PYSTX 2405685:5IRBQ464 2405685:5J25FLQT 2405685:RQ4ND4UQ 2405685:RVLBVG3I 2405685:YLEQ3IT6
Keywords: ___working_potential_duplicate

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QBIAAP8T 2405685:N327X4KZ 2405685:V6JIZBHW
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

What is Data Lifecycle Management? And What phases would it pass through? - Romadhoni, Firmansyah (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PRVJTTQ8 2405685:6VPAJ7AJ

Supporting the mental health of teachers in COVID-19 through trauma-informed educational practices and adaptive formative assessment tools - Roman, Tiffany (Journal of Technology and Teacher Education, 2020)
To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma- informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preservice teachers within an instructional technology course are de- tailed. Preliminary outcomes indicate that although preser- vice teachers are effective in using instructional technology tools to articulate the status of their health and well-being, not all preservice teachers chose to engage in course activi- ties, highlighting that the most vulnerable preservice educa- tors need additional support during COVID-19 teaching and learning. Implications for preservice and in-service educa- tion are discussed. Keywords
KerkoCite.ItemAlsoKnownAs: 2405685:3XH37Y6D
Keywords: At Risk Students; College Faculty; Communicable Diseases; Coping; Disease Control; Educational Technology; Formative Evaluation; Health Needs; Mental Health; Online Courses; Preservice Teachers; Stress Variables; Teaching Methods; Technology Uses in Education; Well Being; ⛔ No DOI found

Transformative political leadership to promote 12 years of quality education for all girls - Rose, Pauline; Gordon, Rebecca; Marston, Lauren; Zubairi, Asma; Downing, Phoebe (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda

Link it, open it, use it: changing how education data are used to generate ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TI93K3JQ 2405685:5C7QHDNJ 8836279:4T7GVVU4 8836279:9WYHNMFV 8836279:EZC3PBDB 8836279:HPLJT6V2 8836279:YLSJNHSD

Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG

الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل - Roya News (رؤيا الأخباري, 2020)
الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....
Library Catalog: royanews.tv KerkoCite.ItemAlsoKnownAs: 2405685:HU525652

COVID-19 Response Plan - Royal Government of Bhutan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9B2N535D 2405685:B65CL3D5

General Population Census of the Kingdom of Cambodia 2019 - Royal Government of Cambodia (National Institute of Statistics, Ministry of Planning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:SX77YMC9

EQUIP-Tanzania Impact Evaluation: Endline qualitative evaluation report - Ruddle, Nicola; Jagmag, Mehjabeen; Casey, Kelly; Medardi, Deogardius; Sutoris, Peter (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WPKRDKSH 2405685:E4DI9VVW

EQUIP-Tanzania impact evaluation - Ruddle, Nicola; Rawle, Georgina (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3DXCE65T 2405685:E6MXPUT8
Keywords: ⛔ No DOI found

Ruzivo Digital Learning | Home - Ruzivo Digital Learning (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:KV2YSXB4

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Rwanda Ministry of Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ

Elearning- Rwanda Polytechnic - Rwanda Polytechnic (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4PPBR9V3 2405685:4LP8M7TA

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2020.101860 2339240:H7GQ3NBI 2405685:HGBR3JY8

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:ZWKGJ4FV 2405685:YPU8GIXB

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

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

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

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

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

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

Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu - Sayed, Yusuf; Bulgrin, Eva (Education International Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E4BGMVNV 2405685:8ZAX7AE9

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

A knowledge development perspective on literature reviews: Validation of a new typology in the IS field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

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

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

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

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

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

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

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

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

Accelerated Education Evidence Review: Strengthening the evidence base for accelerated education - Shah, Ritesh; Choo, Wendy (UNHCR and Accelerated Education Working Group (AEWG), 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:DR4G7Q6G

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

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

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

The use of technology to continue learning in Palestine disrupted with COVID-19 - Shraim, Khitam; Crompton, Helen (Asian Journal of Distance Education, 2020)
This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4292589 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2339240:UPV8PJBB 2405685:5RN8D4UA 2405685:6HK5A9NC 2405685:TZG4FQJL
Keywords: Online learning; technology; COVID-19; pandemic; emergency remote teaching; covid-19; emergency remote teaching; online learning; pandemic; technology; ⛔ No DOI found

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

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

SIEF Mega Costing Model for Nudge or Information Interventions Using SMS or Recorded Messages - SIEF (Strategic Impact Evaluation Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:34TKXQJY 2405685:F52GCYZD

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2020)
shortDOI: 10/ggx3rh KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 10/ggx3rh 2339240:683SAV2H 2339240:TS2ZKNQM 2405685:2BSDHIUH 2405685:JACJHJ5B 2405685:SELJQ32Y 2405685:VNCBV2AS 2534378:N5BNKDUA
Keywords: De-prioritise; ___working_potential_duplicate; ⚠️ Invalid DOI

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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