Reexamining the impact of self-determination theory on learning outcomes in the online learning environment - Hsu, Hui-Ching Kayla; Wang, Cong Vivi; Levesque-Bristol, Chantal (Education and information technologies, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09863-w 2339240:2XB7RW54 2405685:YKVJG2Z5

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
shortDOI: 10/fwd4wz KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 10/fwd4wz 2405685:E28QZPQQ

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
Extra URL: https://doi.org/10.1007/s11423-009-9146-5 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 2339240:F24I3ZNF 2405685:87VETGDX

Reducing student absences at scale by targeting parents’ misbeliefs - Rogers, Todd; Feller, Avi (Nature Human Behaviour, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-018-0328-1 2339240:X3BLNPAB 2405685:7HVGZF7V

Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, S; Busso, M; Dinkelman, T; Martinez, C (2016)
Unpublished manuscript KerkoCite.ItemAlsoKnownAs: 2339240:N86NWJH3 2339240:V9MAA8TA 2405685:6ID6IG4N 2405685:BKQ2QT3T 2405685:X8X54KXI 2534379:ZWANWA4Z
Keywords: ___working_potential_duplicate

Reducing distance through online international collaboration - Schreiber, Brooke R.; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6
Keywords: Asynchronous Communication; Computer Mediated Communication; DISTANCE education; Distance Education; ENGLISH as a foreign language; ENGLISH language education; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Educational Cooperation; English (Second Language); Feedback (Response); Foreign Countries; Group Discussion; Higher Education; IN-service training of teachers; Inservice Teacher Education; International Cooperation; LEARNING; Language Variation; Masters Programs; New York (New York); Online Courses; Peer Groups; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; Sri Lanka; TEACHER education; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2099817; __finaldtb

Reducing distance through online international collaboration - Schreiber, Brooke R; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4

Redistribution or recognition? A Political-Philosophical Exchange? - Fraser, Nancy; Honneth, Axel (Verso)
KerkoCite.ItemAlsoKnownAs: 2339240:VQ3BRD6J 2405685:EZ56JZ4T

Redirecting
KerkoCite.ItemAlsoKnownAs: 2339240:JF3EU5BU 2405685:3UZRWE6H

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

Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania - Godfrey, Zitto; Mtebe, Joel (International Journal of Education and Development Using Information and Communication Technology, 2018)
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:S24WW8YM 2405685:KKH7XJTH
Keywords: ⛔ No DOI found

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9

Rectangular Strategy - Royal Government of Cambodia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:CHJSQM6M 2405685:2MUBGXTP

Recruitment and Retention of Public Sector Teachers in Ghana: A Discrete Choice Experiment - Gad, B. K. (University of Ghana, 2015)
The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas
Accepted: 2016-04-20T09:46:19Z KerkoCite.ItemAlsoKnownAs: 2339240:WQNVPQ36 2405685:ZIH4NIXS

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

RECOVR Ghana: Tracking the Effects of the COVID-19 Pandemic. Innovations for Poverty Action. - Innovations for Poverty Action (Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YRW2WNJF 2405685:PNGSGGIP

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

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TVYLJS4I 2405685:IUJU327A

[Record not in use]
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7198360 ZenodoArchiveConcept: 7198359 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7198360 2405685:TFAQ9E87
Keywords: _hide; _r:AddedByZotZen

[Record not in use]
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7867879 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7867879 ZenodoArchiveConcept: 7867878
Keywords: _hide; _r:AddedByZotZen

[Record not in use]
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8060127 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8060127 ZenodoArchiveConcept: 8060126
Keywords: _hide; _r:AddedByZotZen

Record not in use
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230859 ZenodoArchiveConcept: 14230858 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1065 10.53832/edtechhub.1076
Keywords: _r:AddedByMyEducationEvidence

Record levels of displacement amid global conflict and environmental disasters | UN News - UNESCO (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQN4NE4 2405685:I9QSFWZ8

Record levels of displacement amid global conflict and environmental disasters - UN News (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:5AXE2WU9 2405685:9YYPRAHC

Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. - van de Kuilen, Hester; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas (Compare: A Journal of Comparative and International Education, 2020)
Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1847044 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1847044 2339240:FU5QBIW3 2405685:HCERUGDE
Keywords: Learner-centred pedagogy; education reform; recontextualization; rwanda; teachers

Reconstructing education in post-conflict Sierra Leone - Pai, Grace (Security, Education and Development in Contemporary Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:83TRVQZR

Recommendations report for technology and CPD for secondary school leaders and teachers in Sierra Leone - Lurvink, Anne-Fleur; Haßler, Björn (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10726179 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1016 ZenodoArchiveConcept: 10726178
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Phalachandra; Lawrie, J. (Where it's needed most: Quality professional development for all teachers, 2015)
EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2405685:PKLI25VA
Keywords: C:Fragile contexts; dode_eth-src-dode; dode_eth-trf2-dode

Reciprocity among Farmers in Farming System Research: Application of Social Network Analysis - Jana, Rabindranath; Bandyopadhyay, Suraj; Choudhuri, Anil K. (Journal of Human Ecology, 2013)
In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of reciprocity among the farmers of the two villages in respect of different activities for agricultural production. For the study, two villages Madhya-Uttar and Astabari consisting of 88 and 79 households respectively were selected from unirrigated, rainfed area in the south-eastern region of the district of East Medinipur of West Bengal. To collect the required data, open-ended check lists were employed. A standardized graph theoretic measure (s3-measure) of reciprocity was applied to carry out social network analysis. In both the villages, values of reciprocity measures for seeds/plants and tools/implements exchange were more than that for advice giving; the measure for the network of agricultural activities as a whole was also greater than the network for social aspects. In case of all networks, values of s3-measure for the village Madhya-Uttar were much higher than Astabari. It indicates that the farming households of a network having greater value of s3-measure are more inter-dependent among themselves in agricultural production.
Publisher: Routledge _eprint: https://doi.org/10.1080/09709274.2013.11906552 zotzenLib.CopiedFrom: 2339240:FI73YH85 KerkoCite.ItemAlsoKnownAs: 10.1080/09709274.2013.11906552 2339240:FI73YH85 2405685:8VW4AE3P
Keywords: In-degree; Out-degree; Reciprocal Pair; Simple and Weighted Social Networks; s3-measure

Recent advances in research on the ecology of human development - Bronfenbrenner, Urie (Development as action in context, 1986)
KerkoCite.ItemAlsoKnownAs: 2339240:NIHMVHIB 2405685:46WEJW6Z

Reasons behind dropping out of slum children from non-formal school in Dhaka - Smita, Marzia Khatan; Rabbi, Md Fajlay; Mohammad, Shoeab (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.
KerkoCite.ItemAlsoKnownAs: 10.25217/ji.v5i2.953 2339240:XPRH5W4W 2405685:SP77P4G9
Keywords: Dropout; Non-formal Education; Non-formal School; Slum Children

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
KerkoCite.ItemAlsoKnownAs: 2339240:JD6HHQM8 2405685:2KMRM4IE

Realizing the Promise: How can education technology improve learning for all? - Ganimian, Alejandro; Vegas, Emiliana; Hess, Frederick (Brookings Institute, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7X83Z4CV 2339240:DHMLUGWV 2405685:34UPDHPI 2405685:B2SCXFMG

Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere - World Bank (World Bank, 2020)
Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)
zotzenLib.CopiedFrom: 2339240:X24QH3PJ KerkoCite.ItemAlsoKnownAs: 10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere 2339240:X24QH3PJ 2405685:X7NW3DD4

Realizing capabilities in Ethiopia: maximizing early childhood investment for impact and equity - Dowd, Amy Jo; Borisova, Ivelina; Amente, Ali; Yenew, Alene (Journal of Human Development and Capabilities, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2016.1225702 2405685:UA2H3FXC

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

Realising the potential of technology in education: A strategy for education providers and the technology industry - DfE (Department for Education) (Department for Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5UWKJNTD 2405685:R2I7U6ZD

Realising IT potential, unleashing learning power: A holistic approach - Hong Kong Education Bureau (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:XLDY2W3L 2405685:MF4PVKEJ

Realising Affordable Internet in Bangladesh: A Case Study - Shadrach, B. (Alliance for Affordable Internet A4AI, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:FYPZUJF2 2405685:PPY8SALG

Real-Time Evaluation of World Vision's Response to the Syrian Crisis - World Vision (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:T26W5DXY 2405685:KKADCZCN
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Iraq IRQ; _C:Japan JPN; _C:Jordan JOR; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Norway NOR; _C:Singapore SGP; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; __C:scheme:1

Real girls, real lives, connected: A global study of girls’ access and usage of mobile, told through 3000 voices. - Vodafone Foundation (Vodafone Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3PIDJ4Q7 2339240:4X6NX5DF 2405685:6IXNFYTS 2405685:HF2CK86W 2405685:V5WB4PZA

Real girls, real lives, connected - Girl Effect; Vodafone Foundation (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:E59HUMCH

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

Ready to Learn: Before School, in School, and beyond School in South Asia - Béteille, Tara; Tognatta, Namrata; Riboud, Michelle; Nomura, Shinsaku; Ghorpade, Yashodhan (World Bank Publications, 2020)
Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.
ISSN: ISSN- Publication Title: World Bank KerkoCite.ItemAlsoKnownAs: 2339240:RW9HJMPG 2405685:T5TAZCDZ
Keywords: 21st Century Skills; Access to Education; Administrator Role; Barriers; Child Development; Child Health; Early Childhood Education; Educational Attainment; Educational Equity (Finance); Educational Finance; Educational Policy; Educational Quality; Elementary Secondary Education; Equal Education; Faculty Development; Foreign Countries; Gender Bias; Global Approach; Governance; Government Role; Higher Education; Inservice Teacher Education; Job Skills; Nutrition; Parenting Skills; Preschool Education; Preservice Teacher Education; Principals; Private Schools; Public Education; Public Policy; Readiness; Skill Development; Teacher Competencies; Teacher Qualifications; Teacher Salaries; Technology Integration; Technology Uses in Education

Reading with iPads–the difference makes a difference - Sheppard, Dale (Education Today, 2011)
00019 KerkoCite.ItemAlsoKnownAs: 2129771:VH94HH8M 2405685:2CPBXQ3R

Reading Skill Transfer across Languages: Outcomes from Longitudinal Bilingual Randomized Control Trials in Kenya and Haiti. - Piper, Benjamin; Bulat, Jennae; Johnston, Andrew (Society for Research on Educational Effectiveness, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:VTSTD8ZH 2405685:N8H5282W
Keywords: ⛔ No DOI found

Reading problems and risk of dyslexia among early elementary students in Thailand - Lerthattasilp, Tiraya; Sritipsukho, Paskorn; Chunsuwan, Issarapa (Journal of Population & Social Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 10.25133/JPSSv302022.040 2339240:P2Y4H7SX 2405685:7C8ANSXU
Keywords: ⛔ No INSPIRE recid found

Reading Learning Material | USAID-funded Pakistan Reading Project - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6QRIY7HU 2405685:27ZC4L9G 2405685:AG6FD5TP

Reading in the mobile era: a study of mobile reading in developing countries - West, Mark; Chew, Han Ei (UNESCO, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:L7AQ4XQK 2405685:UTCWZPFG

Reading in the mobile era - West, Mark; Chew, H.E (UNESCO, 2014)
EdTechHub.ItemAlsoKnownAs: 2405685:HL6QFD6K

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:7LCXLE8L 2405685:U3M7PGEE

Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students - Helwig, Robert; Rozek-tedesco, Marick A.; Tindal, Gerald; Heath, Bill; Almond, Patricia J. (The Journal of Educational Research, 1999)
The effect of providing middle school students with a video accommodation for a standardized mathematics test was examined. Two hundred forty-seven students were asked to solve 60 word problems. One half of the questions were presented in standard form, while the other half were read by an actor on a video monitor. Students were grouped according to mathematics and reading ability. A test accommodation effect was found for students possessing below-average mathematics skills. The problems were identified as having relatively high reading difficulty according to word count, number of verbs, and word familiarity. Students with above-average mathematics proficiency but low reading skill performed better when the questions were presented in video format. This accommodation may be useful on specific test items for students with certain reading deficiencies.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220679909597635 shortDOI: 10/ct5m9h KerkoCite.ItemAlsoKnownAs: 10.1080/00220679909597635 10/ct5m9h 2339240:D2CJZDQI 2405685:PNI3BRV5

Reading and connecting: using social annotation in online classes - Zhu, Xinran; Chen, Bodong; Avadhanam, Rukmini Manasa; Shui, Hong; Zhang, Raymond Zhuo (Information and Learning Science, 2020)
Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0117 2405685:I8BQBE46
Keywords: Collaborative learning; Collaborative reading; Online learning; Social annotation; Social reading; Web annotation

Read Foundation
KerkoCite.ItemAlsoKnownAs: 2405685:P98GDGJE

Read Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QFG87N2P 2405685:P98GDGJE 2405685:VQFEPPPB

Read Along by Google: A fun reading app - Apps on Google Play - Google
Read Along is a free reading app for Android that helps children have fun while they learn to read. Read Along has an in-app reading buddy that listens to your young learner read aloud, offers assistance when they struggle and rewards them with stars when they do well – guiding them along as they progress. It works best for children who already have some basic knowledge of the alphabet. After the initial download, the app works securely offline. Inspire a love of reading in young learners • Fun game-like experience: Keep young minds engaged with hundreds of stories and word games available in nine languages, including English and Spanish. Build confidence reading out loud with instant rewards of stars and badges • Independent learning: Encourage all young learners to learn at their own pace and track their individual progress. Learners have unique profiles, and each advances on their own reading journey with recommended stories based on their reading level. If needed, they can tap on any word to hear it pronounced Foster learning with confidence • Zero cost with no ads or upsells: Keep them focused on what’s important – reading – and relax knowing there are no in-app purchases • No Wi-Fi or data required: Once downloaded, provide a rich learning experience while relieving worries about unsupervised access to the Internet • Private and secure: No name, age, specific location, contact, email address or phone number is required to use Read Along. Additionally, voice data is analyzed in real time on the device, but not stored or sent to Google servers Languages available: With Read Along, children can read a variety of fun and engaging stories in different languages including: • English • Spanish (Español) • Portuguese (Português) • Hindi (हिंदी) • Bangla (বাংলা) • Urdu (اردو) • Telugu (తెలుగు) • Marathi (मराठी) • Tamil (தமிழ்) With Read Along, children can practice, gain confidence, and grow a lifelong love for reading.
Library Catalog: play.google.com KerkoCite.ItemAlsoKnownAs: 2339240:3SKYJXA9 2405685:A3UKLGSU 2405685:T9TYKVI3

Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan: Final Report - Commonwealth of Learning (Commonwealth of Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:L7RZVSRD 2405685:PXY96GW4

Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, F (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZDU284P6 2405685:QZQE2876
Keywords: ___working_potential_duplicate

Reaching the unreached through open and distance learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances (Commonwealth of Learning (COL), 2017)
GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.
Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2339240:FP7JZH2X 2405685:SUVKKTP6
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Reaching the Unreached Through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances (Commonwealth of Learning (COL), 2017)
GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.
Accepted: 2017-07-08T01:14:45Z KerkoCite.ItemAlsoKnownAs: 2339240:WTLYI8A9 2405685:DBN3P8G4
Keywords: ___working_potential_duplicate

Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, F; Cruz, C; Smith, K (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ISYEPM5P 2405685:W55NCH9D

Reaching Children & Students in Remote Locations - Aladin, Katija (2020)
During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online.
Library Catalog: hundred.org Section: innovation EdTechHub.ItemAlsoKnownAs: 2405685:D9XFGTPK

Reaching Cambodia’s last mile with inclusive and sustainable energy access - UNDP (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHZEPCM7 2405685:H5W362ZY

Reaching All Children with Education: RACE II (2017-2021) - Ministry of Education and Higher Education (Lebanon) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5BIDEJL3 2405685:KRC2IAIR

REACH2025: Jordan’s Digital Economy Action Plan - REACH2025
Library Catalog: www.reach2025.net KerkoCite.ItemAlsoKnownAs: 2405685:GU5YHZAU

Re-orienting Education Management Information Systems (EMIS) towards inclusive and equitable quality education and lifelong learning - Subosa, Miguel; West, Mark (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:NQY6M74N

Re-learn - Re-learn (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:HP4DBZVC 2405685:Z43C5UHC

Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5UBF8HJT 2339240:XEWQYE2N 2405685:32I7B2XX 2405685:SA922BN9 2405685:XDKGCG2W 4656463:CD5YN6NM 4656463:NJH4HU8K

(Re)considering the Concept of Literature Review Reproducibility - Cram, W. Alec; Templier, Mathieu; Pare, Guy (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00630 2405685:YPCXYU89 2486141:C5H84DGW 2486141:Q9XS5RFR

Re:Coded (Re:Coded, 2020)
Library Catalog: www.re-coded.com KerkoCite.ItemAlsoKnownAs: 2339240:M2V5467Q 2405685:L873E2RX 4803016:LKQXJVKZ

RBF Interventions in Education : Do they Increase Inequality of Outcomes? : A Literature Review - Schipper, Youdi; Pradhan (World Bank, 2022)
RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)
KerkoCite.ItemAlsoKnownAs: 2339240:BMJGZX2Q 2405685:LS7P9947 4656463:PUESP9RL

Rayyan - AI Powered Tool for Systematic Literature Reviews (2021)
Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.
KerkoCite.ItemAlsoKnownAs: 2405685:DFTNNFWJ 2486141:3P8XGBYL
Keywords: _Added-ailr-2024

Raspberry Pi Foundation - About Us - Raspberry Pi (Raspberry Pi)
The Raspberry Pi Foundation is a UK-based charity that works to put the power of digital making into the hands of people all over the world.
Library Catalog: www.raspberrypi.org KerkoCite.ItemAlsoKnownAs: 2339240:G35V3TQW 2405685:FJW9ZJPS

Rapport de l’échange de connaissances - Koomar, Saalim; Rasolohery, Hasiniavo; Oojorah, Avinash; Udhin, Waaiza (EdTech Hub, 2025)
This is a report on a knowledge exchange visit between the Ministry of National Education of Madagascar and the Mauritius Institute for Education. The visit focused on sharing lessons and discussing ongoing projects related to technology in education. Key objectives included presenting successes and challenges of distance learning, discussing pedagogical design and digital platforms, and exploring long-term collaboration. School visits provided insights into technology integration in classrooms and teacher experiences. The report details the workshop's activities, participants, and key points, emphasising the importance of data-driven projects, feedback mechanisms, and continuous evaluation. Recommendations for future collaboration include short-term actions like remote communication and training, medium-term initiatives like co-presenting at conferences and personnel exchange, and long-term goals like co-applying for regional research projects. Keywords: teacher professional development; Madagascar; Moodle; knowledge exchange; EdTech; pedagogy Ce rapport porte sur une visite d’échange de connaissances entre le Ministère de l’Éducation Nationale de Madagascar et le Mauritius Institute for Education. La visite avait pour objectif de partager les enseignements tirés et de discuter des projets en cours liés aux technologies éducatives. Les principaux objectifs comprenaient la présentation des succès et des défis de l’apprentissage à distance, la discussion sur la conception pédagogique et les plateformes numériques, ainsi que l’exploration d’une collaboration à long terme. Les visites d’écoles ont permis d’observer l’intégration des technologies en classe et l’expérience des enseignants. Le rapport détaille les activités de l’atelier, les participants et les points clés, en mettant l’accent sur l’importance des projets basés sur les données, des mécanismes de retour d’information et de l’évaluation continue. Les recommandations pour une future collaboration incluent : Actions à court terme : communication et formation à distance; Initiatives à moyen terme : co-présentation lors de conférences et échanges de personnel; Objectifs à long terme : candidature conjointe à des projets de recherche régionaux. Mots clés: formation pédagogique; Madagascar; Moodle; échange de connaissances; technologie dans l’éducation; pédagogie An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230830 ZenodoArchiveConcept: 14230829 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1061 10.53832/edtechhub.1075
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Rapport d’Observation du Testing BETA - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo (EdTech Hub, 2025)
This is a report on the Beta testing of a digital learning platform and applications developed for the Ministry of Education in Madagascar. The project aims to train 16,000 teachers, with 2,000 utilising distance learning via tablets. The Beta user testing focused on the pedagogical relevance, usability, and ergonomics of the platform and two offline applications. Twenty-one teachers participated, evaluating tasks like launching applications, navigating content, accessing multimedia, and completing exercises / evaluations. Results showed significant improvement from the Alpha user testing, with high success rates for accessing and navigating modules. However, over 50% of users still found the platform difficult to use, particularly for login, navigation, and profile modification. The applications were generally functional but needed adjustments to content presentation and visual quality. Recommendations included simplifying the platform's interfaces, enhancing user guides, and addressing specific content issues. The document emphasises the importance of ongoing quality assurance and an iterative approach to refining the platform. Keywords: teacher professional development; Madagascar; Moodle; user testing Ce rapport porte sur le test Beta d’une plateforme d’apprentissage numérique et des applications développées pour le Ministère de l’Éducation à Madagascar. Le projet vise à former 16 000 enseignants, dont 2 000 via l’apprentissage à distance sur tablette. Les tests utilisateurs en phase Beta ont évalué la pertinence pédagogique, l’ergonomie et la convivialité de la plateforme ainsi que de deux applications hors ligne. Vingt et un enseignants ont participé, réalisant des tâches telles que le lancement des applications, la navigation dans les contenus, l’accès aux éléments multimédias et la réalisation d’exercices/évaluations. Les résultats montrent une amélioration significative par rapport aux tests Alpha, avec des taux de réussite élevés pour l’accès et la navigation dans les modules. Cependant, plus de 50 % des utilisateurs ont encore rencontré des difficultés, notamment pour la connexion, la navigation et la modification du profil. Les applications étaient globalement fonctionnelles, mais nécessitaient des ajustements dans la présentation des contenus et la qualité visuelle. Les recommandations incluent la simplification des interfaces de la plateforme, l’amélioration des guides utilisateurs et la correction de problèmes spécifiques liés aux contenus. Le document souligne l’importance de l’assurance qualité continue et d’une approche itérative pour affiner la plateforme. Mots clés: formation pédagogique; Madagascar; Moodle; test utilisateur An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230760 ZenodoArchiveConcept: 14230759 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1058 10.53832/edtechhub.1072
Keywords: _r:AddedByMyEducationEvidence

Rapport d’Observation du Testing Alpha - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2025)
This document, details the Alpha user testing of a digital learning platform and educational applications for the Ministry of National Education of Madagascar, aimed at training 2000 teachers. Conducted in July 2024, the testing focused on functionality and accessibility. Twenty-nine testers, primarily web developers and instructional designers, used a Google Forms questionnaire to evaluate the platform and applications. The results showed that while the platform was generally functional, with most features validated, several areas needed adjustments, particularly in accessibility and specific functions like the quiz timer. The applications had more issues, with several features requiring fixes and accessibility being a significant concern. Key recommendations included diagnosing and fixing defective parts, restructuring modules for better accessibility, optimising multimedia file sizes, and creating a detailed user guide. The testing highlighted the need for improvements before the Beta testing phase with teachers. Keywords: teacher professional development; Madagascar; Moodle; user testing Ce document détaille les tests utilisateurs en phase Alpha d’une plateforme d’apprentissage numérique et d’applications éducatives développées pour le Ministère de l’Éducation Nationale de Madagascar, dans le cadre de la formation de 2 000 enseignants. Réalisés en juillet 2024, ces tests ont porté sur la fonctionnalité et l’accessibilité. Vingt-neuf testeurs, principalement des développeurs web et des concepteurs pédagogiques, ont évalué la plateforme et les applications via un questionnaire Google Forms. Les résultats ont montré que, bien que la plateforme soit globalement fonctionnelle avec la plupart des fonctionnalités validées, plusieurs ajustements étaient nécessaires, notamment en matière d’accessibilité et pour certaines fonctions spécifiques comme le minuteur des quiz. Les applications présentaient davantage de problèmes, plusieurs fonctionnalités nécessitant des corrections et l’accessibilité étant un défi majeur. Les principales recommandations incluaient le diagnostic et la correction des éléments défectueux, la restructuration des modules pour une meilleure accessibilité, l’optimisation de la taille des fichiers multimédias et la création d’un guide utilisateur détaillé. Ces tests ont mis en évidence la nécessité d’améliorations avant la phase de test Beta avec les enseignants. Mots clés: formation pédagogique; Madagascar; Moodle; test utilisateur An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230731 ZenodoArchiveConcept: 14230730 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1035 10.53832/edtechhub.1071
Keywords: _r:AddedByMyEducationEvidence

Rapid versus traditional qualitative analysis using the Consolidated Framework for Implementation Research (CFIR) - Nevedal, Andrea L.; Reardon, Caitlin M.; Opra Widerquist, Marilla A.; Jackson, George L.; Cutrona, Sarah L.; White, Brandolyn S.; Damschroder, Laura J. (Implementation Science, 2021)
Qualitative approaches, alone or in mixed methods, are prominent within implementation science. However, traditional qualitative approaches are resource intensive, which has led to the development of rapid qualitative approaches. Published rapid approaches are often inductive in nature and rely on transcripts of interviews. We describe a deductive rapid analysis approach using the Consolidated Framework for Implementation Research (CFIR) that uses notes and audio recordings. This paper compares our rapid versus traditional deductive CFIR approach.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13012-021-01111-5 2339240:R59M4XJ9 2405685:A87VCNQJ
Keywords: Consolidated Framework for Implementation Research (CFIR); Implementation science; Qualitative methods; Rapid analysis; Veterans

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

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JXJ6MNRA 2405685:8XIKABBH
Keywords: ___working_potential_duplicate

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:Q74KGQYK
Keywords: ___working_potential_duplicate

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank; Bank, World (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:477QHZ4B 2405685:ISI9WS7Z
Keywords: ___working_potential_duplicate

Rapid Evidence Summary on Mass Communication | - Inter-agency Network for Education in Emergencies (INEE). (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4UN5C9R9 2405685:49VB9WVT 4803016:7IPJKW8J

Rapid Evidence Summary on Mass Communication - International Rescue Committee (International Rescue Committee, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:GS8KJ8XH 2486141:EC2UZ329

Rapid Evidence Review on Remote Teaching and Learning - Pacitto, Julia; Hayat, Amal; Hinks, Jessica; Emerusenge, Aime Parfait; Ullah, Noor; Rabi, Asma (EdTech Hub, 2025)
This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to teaching practices and pedagogies for emergency remote learning. The main aim of this review is to provide education decision-makers, funders, and implementers (among others) with a clear understanding of the available global evidence on effective practices in teaching when students are educated remotely during emergencies, and to assess the relevance of this evidence for low- and middle-income contexts. The findings of the RER are organised by the following five themes: (i) instructional design for remote learning in emergency contexts; (ii) student engagement and interactivity in emergency remote teaching; (iii) assessment, feedback, and pedagogical adaptation in remote teaching during emergencies; (iv) well-being, ‘Maslow before Bloom’, and pedagogies of care in emergency remote teaching; (v) teacher training and support in remote teaching during crises. It also identifies critical gaps in the literature on emergency remote teaching and learning, and suggest avenues for future productive research to address these gaps. Keywords: Education in Emergencies, remote learning, pedagogy, teaching methods, EdTech, emergency remote teaching An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14967648 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1098 ZenodoArchiveConcept: 14967647
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Rapid Evidence Review: Girls' Education and EdTech (EdTech Hub, 2020)
Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707796 2405685:WS22AEWL
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ (EdTech Hub, 2020)
Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707794 2405685:QURIACXM 2405685:U53B2E7E
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries - Kuper, Hannah; Ashrita, Saran; White, Howard (Department for International Development (DFID), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:IU9ER8SU 2405685:EZEF9NPK

Rapid Education and Risk Analysis (RERA) Toolkit - USAID
USAID’s EducationLinks is a resource for all education practitioners to learn and share knowledge to create and implement successful, effective education and skills development programs.
KerkoCite.ItemAlsoKnownAs: 2339240:V27DVULF 2405685:6FEULCDY

Rapid Assessment Process: An Introduction - Beebe, James (Rowman Altamira, 2001)
A newer edition of this book is available at the following address: https: //rowman.com/ISBN/9780759123212 Rapid Assessment Process (RAP) has gone under many names but invariably uses the techniques of fieldwork and ethnography in a telescoped manner to provide solid, field-based research findings for use by policymakers and program planners. It uses an emic perspective, a team of researchers, triangulation of research findings, and iterative process to produce high-quality research in a fraction of the time taken by traditional ethnography. Long used for third world projects, RAP is now being used to inform policy in many different settings. This volume is the first introduction to this group of methods, explaining to researchers and to students how to do RAP research well. The author, an international development professional who has been doing RAP studies for over two decades, clearly outlines the process, promise and pitfalls of RAP in this brief volume. Included are many examples of successful RAP studies and clear guidance to readers on how to embark on their own RAP research
Google-Books-ID: NkSJ3aaaUDIC KerkoCite.ItemAlsoKnownAs: 2339240:3PYH2IQZ 2405685:SCCPZFK6
Keywords: Social Science / Anthropology / General; Social Science / Methodology; Social Science / Research

Rapid Assessment of Teleschool Initiative - Gallup Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:N78TQP48 2405685:7HLZX6H6

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

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2339240:SXY2YJHR 2405685:UGWPD2IR

Randomised controlled trials (RCTs) in education research – methodological debates, questions, challenges - Styles, Ben; Torgerson, Carole (Educational Research, 2018)
Publisher: Routledge _eprint: https://doi.org/10.1080/00131881.2018.1500194 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1500194 2339240:RAXWGWMW 2405685:VW9BMID8

Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms - Major, Louis; Daltry, Rebecca; Otieno, Mary; Otieno, Kevin; Zhao, Annette; Hinks, Jessica; Sun, Chen; Friedburg, Aidan (EdTech Hub, 2023)
This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. This protocol was originally published in October 2023. This is an updated version where we have a) clarified that the sample size stated in Sections 2 and 2.2 is the 'pre-attrition' sample; and b) added a paragraph to Section 2.4.1 to provide further clarification regarding the use of code-switching. No changes to the analytical approach have been made. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8354887 ZenodoArchiveConcept: 8354886 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8354887 10.53832/edtechhub.0176 2405685:JNH4277Z
Keywords: _r:AddedByZotZen

Raising readers: Kenya schools use of technology to improve parent and carers' engagement in literacy learning: Inception Report - Nicolai, Susan; Zubairi, Asma; Bapna, Akanksha; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5784255 2405685:ZT3TGJ26
Keywords: _r:AddedByZotZen

Raising Readers: Can mobile technology enable Kenyan schools to improve parent and carer engagement in reading with their children? - Nicolai, Susan; Khan, Amina; Kartha, Ashwati; Bapna, Akanksha; Kamninga, Tony (EdTech Hub, 2023)
Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention helped to assess the potential of the different modalities in facilitating parental/carer engagement around children’s reading using the BookSmart app. As measured by average reading time, intervention groups showed higher engagement using BookSmart than the control group. ‘Incentives’ led with 39 hours 29 minutes average reading time per school over 12 weeks, followed by ‘reading celebrations’ with 24 hours 13 minutes. ‘Feedback loops’ and ‘training’ had comparable levels (10 hours, 28 minutes, and 9 hours, 27 minutes per school, respectively). ‘Messaging / nudges’ had the lowest engagement (5 hours 57 minutes versus 3 hours 2 minutes in the control group). Parental/carer knowledge, attitudes, and practices supporting their child's reading improved with the interventions. Findings of Phase 1 were used to inform the design of Phase 2. Keywords: Education, app, reading, school, child, Kenya An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8208265 ZenodoArchiveConcept: 8208264 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8208265 10.53832/edtechhub.0057 10.53832/edtechhub.0173 2405685:47KMRR48 2405685:N2E79MUD
Keywords: _r:AddedByZotZen

Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:UJDD2YKJ

Raising Learning Outcomes: The opportunities and challenges of ICT for learning - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LNSWMQXE 2405685:CKNQ44SZ

Raising kids with Down syndrome: Experiences of selected parents in the Philippines - Masanda, Carmi Miko P.; Masanda, Argel B. (International Journal of Science and Research, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:FZ6GIWIM 2405685:TQUTINYE
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Raising domestic resources for equitable education - Zubairi, Asma; Rose, Pauline (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4SG7CPV3 2405685:VUVKH3YK

Radio Timetable 2020 - Kenya Institute of Curriculum Development (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JZ33S642

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4IGEPA 2405685:AN4AXXJN

Radio Market in Ghana - Media Ownership Monitor: Ghana (Media Ownership Monitor)
Radio is the most prevalent media in Ghana: a huge number of 481 FM broadcasting stations are authorized, out of which 354 stations...
EdTechHub.ItemAlsoKnownAs: 2405685:GP4CPNI2

Radio lessons in Northern Nigeria support reading during COVID-19 pandemic - Creative - Fugate, Janey (Creative, 2020)
Creative's Northern Education Initiative Plus developed radio programs to bring reading lessons to kids and families during COVID-19.
Section: Africa KerkoCite.ItemAlsoKnownAs: 2339240:GJPVNC72 2405685:FCKIZ6AE

Radio Learning Brings Hope and Education to Displaced Children like Awana in North-East Nigeria | UNICEF Nigeria - Adebayo, Folashade (UNICEF Nigeria, 2023)
Through funding from donors, UNICEF is supporting radio learning classes and radio clubs as alternative learning pathways in north-east Nigeria.
KerkoCite.ItemAlsoKnownAs: 2339240:CAY3ZSRY 2405685:TM4QX2FQ

Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. - Morris, Emily; Philip, Miriam; Othman, Abrahman Faki; Mitchell, James; Quiones, Esteban J.; Leatxe, Denisse (Education Development Center, Inc. and Ministry of Education and Vocational Training, 2009)
Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…
KerkoCite.ItemAlsoKnownAs: 2339240:B9UUQVJH 2405685:9E3KIGN5

Radio Instruction to Strengthen Education and Zanzibar Teacher Upgrading by Radio: Post Project Evaluation - Education Development Center (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:JURP6FM4 2405685:L5ZIDJJB

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

Radio Education: Physical Distance but Social Solidarity | INEE - Minetti, Elena (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XC6FCVP7 2405685:YPTRG3ST

Radio-based learning gets its day in the sun in Mali - UNICEF (2021)
Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom
KerkoCite.ItemAlsoKnownAs: 2339240:TVKEZZH8 2405685:N82S7THH

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.
ZenodoArchiveID: 4556932 PreviousDOI: 10.5281/zenodo.4477141 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948149 10.5281/ZENODO.4556932 10.5281/zenodo.4477141 10.5281/zenodo.4556932 2259720:DSXFK6JB 2339240:4JRWSL6I 2339240:8YVF7D5N 2339240:EPCMUN8C 2339240:FKFII8IK 2339240:H8YNQIY9 2339240:IJJ6TY76 2339240:QBDJ6U43 2339240:YIAFCN9T 2405685:5GBRDVHP 2405685:65UPSCK3 2405685:67BFM4C5 2405685:6CG6479A 2405685:DM6JSS9K 2405685:P8NUYK3M 2405685:PZHGV2XR 2405685:QBYZW7N2 2405685:RBUXXHAD 2405685:VHGNZV9N 2405685:X8BFH2K5 2405685:YMWE6FR6
Keywords: L:English UXZJW5DR; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:F:Educational data QWBAFGFR; TAG:F:Online and distance teaching and learning A32ARSFK; TAG:H:Audio and Radio QIAXGMEU; TAG:P:Teachers DAJFZBM8; TAG:W:Low connectivity and/or electricity KET3PKDI; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:F:Educational data QWBAFGFR; _T:F:Online and distance teaching and learning A32ARSFK; _T:H:Audio and Radio QIAXGMEU; _T:P:Teachers DAJFZBM8; _T:W:Low connectivity and/or electricity KET3PKDI; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Radically transforming education systems: What signals can we pay attention to? - Salzano, Carmela; Perrier, Janne Kjaersgaard (Global Partnership for Education, 2024)
As countries embark on, accelerate or scale up their strategies for education system transformation, certain behaviors and actions may signal a profound shift in countries’ efforts to radically improve learning outcomes for all.
KerkoCite.ItemAlsoKnownAs: 2405685:2NBMAFFC

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

Radical inclusion means teaching children in a language they understand - Bah, Chernor (Brookings, 2022)
Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling.
KerkoCite.ItemAlsoKnownAs: 2339240:FND65Y2H 2405685:7G5GS3YN

RACHEL Deployment Journal in Baucau Area, Timor Leste - Countries / South Pacific - World Possible (World Possible Community, 2018)
Objective of this Post Why RACHEL/Rasp Pis provide a low cost & easy to set up Facility for Education/Health in Remote Areas Journal of our recent Timor Trip Encourage other Groups/Ecosystems to do something similar, which we can also learn from =============================================== The RACHEL Story in Baucau with FLD - How did this begin? RACHEL stands for Remote Area Community Hotspot for Education and Learning. FLD, as known as the The Good Crocodile Foundation (Fundação Lafae...
KerkoCite.ItemAlsoKnownAs: 2339240:9WYU6W9K 2405685:UIKXNQML
Keywords: ⛔ No INSPIRE recid found

RACHEL - World Possible (World Possible)
Hi, my name is RACHEL Buy online
Library Catalog: worldpossible.org KerkoCite.ItemAlsoKnownAs: 2405685:C7YM2YZ2

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

¿Qué debe incluir la política pública del próximo presidente para integrar completamente a El Salvador a la economía digital? - GSMA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:97MH9542 2405685:RS4FH537

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

Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System - Nygren, Eeva; Blignaut, Seugnet; Leendertz, Verona; Sutinen, Erkki (Informatics in Education, 2019)
Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.
KerkoCite.ItemAlsoKnownAs: 10.15388/infedu.2019.18 2339240:R2M5YK7G 2405685:3SUJ8RED

Quantitative Determination of the Relationship between Internal Validity and Bias in Software Engineering Experiments: Consequences for Systematic Literature Reviews - Dieste, Oscar; Grim´n, Anna; Juristo, Natalia; Saxena, Himanshu (2011 International Symposium on Empirical Software Engineering and Measurement, 2011)
Quality assessment is one of the activities performed as part of systematic literature reviews. It is commonly accepted that a good quality experiment is bias free. Bias is considered to be related to internal validity (e.g., how adequately the experiment is planned, executed and analysed). Quality assessment is usually conducted using checklists and quality scales. It has not yet been proven, however, that quality is related to experimental bias. Aim: Identify whether there is a relationship between internal validity and bias in software engineering experiments. Method: We built a quality scale to determine the quality of the studies, which we applied to 28 experiments included in two systematic literature reviews. We proposed an objective indicator of experimental bias, which we applied to the same 28 experiments. Finally, we analysed the correlations between the quality scores and the proposed measure of bias. Results: We failed to find a relationship between the global quality score (resulting from the quality scale) and bias, however, we did identify interesting correlations between bias and some particular aspects of internal validity measured by the instrument. Conclusions: There is an empirically provable relationship between internal validity and bias. It is feasible to apply quality assessment in systematic literature reviews, subject to limits on the internal validity aspects for consideration.
ISSN: 1949-3789 KerkoCite.ItemAlsoKnownAs: 10.1109/ESEM.2011.37 2405685:WVW5MNFJ
Keywords: Checklist; Context; Correlation; Inspection; Instruments; Quality Assessment (QA) of experiments; Quality Scale; Quality assessment; Software engineering; Systematic Literature Review (SLR); Systematics

Quality Teaching Framework: A focus on marginalised girls - Girls' Education Challenge (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV

Quality of education and teacher learning: a review of the literature - Leu, Elizabeth; Price-Rom, Alison (American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:B7A7AZI7 2405685:7Z8J5D5F

Quality of Education and Teacher Learning: A Review of the Literature - Leu, Elizabeth; Price-Rom, Alison (American Institutes for Research under the EQUIP1 LWA Academy for Educational Development, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:K3KECM73 2405685:TTR5IKQQ

Quality models in online and open education around the globe: State of the art and recommendations - Ossiannilsson, Ebba; Williams, Keith; Brown, Mark (Distance Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:5GMBUKF9

Quality in Qualitative Evaluation: A framework for assessing research evidence - Spencer, Liz; Ritchie, Jane; Lewis, Jane; Dillon, Lucy (GOV.UK, 2003)
Guidance on maintaining the quality of qualitative evaluation for use in Government research
KerkoCite.ItemAlsoKnownAs: 2339240:EDU8825D 2405685:PJG3KMYH EDU8825D

Quality, continuity for primary education - UNICEF (UNICEF)
KerkoCite.ItemAlsoKnownAs: 2339240:DIUI995Z 2405685:P3S2Q9QR

Quality assessment tool for quantitative studies - Effective Public Health Practice Project (Effective Public Health Practice Project, 1998)
The “Quality Assessment Tool for Quantitative Studies” developed by the Effective Public Health Practice Project (EPHPP) is a tool for doing knowledge synthesis. This instrument, along with a user manual, provides a standardized means to assess study quality and develop recommendations for study findings. The quality appraisal tool was developed by the Effective Public Health Practice Project (EPHPP) as a discrete step within the systematic review process.
KerkoCite.ItemAlsoKnownAs: 2339240:UWHH9IXE 2405685:JLTMGKZR
Keywords: Reviewed

Qualitative Research: A Guide to Design and Implementation - Merriam, Sharan B. (John Wiley & Sons, 2009)
Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education
KerkoCite.ItemAlsoKnownAs: 2339240:N3J2Y93P 2405685:7G2UTPZC
Keywords: Education / General

Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda - Thorne, Sally; Jensen, Louise; Kearney, Margaret H.; Noblit, George; Sandelowski, Margarete (Qualitative Health Research, 2004)
In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge.
shortDOI: 10/djqm9s KerkoCite.ItemAlsoKnownAs: 10.1177/1049732304269888 10/djqm9s 2339240:T7C35YGI 2405685:SJTGGGWB

Qualitative interview design: A practical guide for novice investigators - Turner, Daniel (The Qualitative Report, 2014)
Qualitative research design can be complicated depending upon the level of experience a researcher may have with a particular type of methodology. As researchers, many aspire to grow and expand their knowledge and experiences with qualitative design in order to better utilize diversified research paradigms for future investigations. One of the more popular areas of interest in qualitative research design is that of the interview protocol. Interviews provide in-depth information pertaining to participants' experiences and viewpoints of a particular topic. Often times, interviews are coupled with other forms of data collection in order to provide the researcher with a well-rounded collection of information for analyses. This paper explores the effective ways to conduct in-depth, qualitative interviews for novice investigators by employing a step-by-step process for implementation.
KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2010.1178 2339240:GU6I9J4G 2405685:MNJW3QAI

Qualitative Inquiry and Research Design: Choosing Among Five Approaches - Creswell, John W. (2013)
Civil rights rhetoric has been central to the debate over U.S. immigration policy since at least the 1960s. A coalition of interest groups, including churches, ethnic organizations, civil rights groups, and employer associations has played a fundamental role in advancing civil rights norms in the immigration arena. The growing importance of civil rights rhetoric in the debate over U.S. immigration policy, DeLaet asserts, helps to explain the liberalization of U.S. immigration policy in spite of growing evidence that the public opposition to immigration has grown during the same period. In turn, the liberalization of U.S. immigration policy has contributed to rising numbers of both legal and illegal immigrants. Thus, high levels of immigration reflect the basic provisions of current U.S. immigration policy, rather than a loss of governmental control. Many analysts have suggested that the immigration policy reforms passed by Congress in 1996 marked the beginning of a new era of restrictionism. However, as DeLaet illustrates, the new restrictions adopted in 1996 contain many of the same loopholes as previous legislation, indicating the coalition of interest groups supporting immigration still pose a significant obstacle to efforts to restrict immigration.
Google-Books-ID: Ykruxor10cYC KerkoCite.ItemAlsoKnownAs: 2339240:H49ACLEI 2405685:XAH8M47G
Keywords: Social Science / Research

QRF Fact Sheet: Gender and Education in Jordan - Queen Rania Foundation (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:RUNH35PJ

Qdrant - Vector Database
Qdrant is an Open-Source Vector Database and Vector Search Engine written in Rust. It provides fast and scalable vector similarity search service with convenient API.
KerkoCite.ItemAlsoKnownAs: 2405685:DH2LUWF4

QALY-based cost-effectiveness analysis - Pinto-Prades,, J. L; Herrero, C; Abellán, J. M (The Oxford Handbook of Well-Being and Public Policy, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:XLRKBCZ4

Qaabdhismeedka Manhajka Waxbarashada Qaranka Soomaaliyeed - Xafiiska Horumarinta Manaahijta (Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MME7WFNZ 2405685:LCZ2QZEE

Putting the Power of Transparency in Context: Information's Role in Reducing Corruption in Uganda's Education Sector - Working Paper 136 - Hubbard, Paul (Center for Global Development | Ideas to Action, 2007)
One story popular in development circles tells how Uganda slashed corruption simply by publicly disclosing the amount of monthly grants to schools–thus making it harder for officials to siphon off money for their own enrichment. This working paper finds that while the percentage of funds being diverted did indeed drop, the real value of funds diverted only fell by a modest 12 percent over six years. And the information campaign was no panacea; other policies and reforms also contributed to the improvement. Learn More
KerkoCite.ItemAlsoKnownAs: 2339240:D845HEUR 2405685:44ZDCVTQ 4656463:QM48GHF3
Keywords: ⛔ No DOI found

Putting the ‘learning’ back in remote learning - Alam, Andaleeb; Tiwari, Priyamvada (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YDUHXW2G 2405685:LHEMZBWW

Putting girls’ education first in Kenya | Blog | Global Partnership for Education - GPE (2020)
With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:8VTDHUWJ 2405685:FJVZRG7R

Putting Education in “Educational” Apps: Lessons From the Science of Learning - Hirsh-Pasek, Kathy; Zosh, Jennifer M.; Golinkoff, Roberta Michnick; Gray, James H.; Robb, Michael B.; Kaufman, Jordy (Psychological Science in the Public Interest, 2015)
Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/1529100615569721 2339240:K25MMW72 2405685:I73DRP3M

Putting a band-aid on a corpse: Incentives for nurses in the Indian public health care system - Banerjee, Abhijit V.; Glennerster, Rachel; Duflo, Esther (Journal of the European Economic Association, 2008)
The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective.
KerkoCite.ItemAlsoKnownAs: 10.1162/JEEA.2008.6.2-3.487 2339240:CLM2U2YT 2339240:YGTUCIRS 2405685:L4UGI8BT 2405685:MYJMRV9F 4656463:38AY7FGI 4656463:FF98U3AQ

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2405685:R89YSEAB
Keywords: C:Myanmar

Pupil-teacher ratio, secondary - Tanzania | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7CFGMIVQ 2405685:WLN5WDFI

Pupil Census 2021 - Scottish Government (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4D6YIEHN 2405685:ARL37MGE 4656463:QLGNII8D

Punjab School Monitoring - Punjab School Monitoring
KerkoCite.ItemAlsoKnownAs: 2339240:N4YAXZHQ 2405685:4USA8BY6

Punjab, Pakistan: Using Open School Data to Improve Transparency and Accountability - Khan, Kashmali (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M946P4QF 2405685:DDZQ2XPE

Punjab: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Punjab (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7W8AP5X9 2405685:XK4IAVDW

Punjab IT Policy - Government of the Punjab (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LFJZRJPR
Keywords: ___working_potential_duplicate; auto_merged

Punjab Education Support Programme II - Foreign, Commonwealth and Development Office (GOV.UK, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QFMWSHV4 2405685:FZVY4UK9
Keywords: ___working_potential_duplicate; auto_merged

Punjab Education Sector Plan (2019-2024) - Government of the Punjab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6NJ2RV3L

Punjab Education Sector Plan 2019/20–2023/2024 - Government of the Punjab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:ATSY7HWB
Keywords: ___working_potential_duplicate; auto_merged

Pulse Check on Digital Learning - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:8JMDRS6K

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PUMTG8CR 2405685:7S9IJABL

Publish, learn, improve (EdTech Hub, 2020)
This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707831 2405685:K2X97KWP 2405685:Y8M4EAQR
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Public vs Private Quality Education at Primary Level in Pakistan - Farooq, Muhammad Sabil; Feroze, Nazia; Kai, Yuan Tong (International Online Journal of Primary Education, 2017)
Pakistan is an ethnically and religiously diverse country of over 190 million people. There are 22.6 million boys and girls out of school that's nearly half (44%) of all children in the country. This study was designed to assess comparative quality measures of primary level education at both public and private institutions of Pakistan. This study based on secondary data specially focused on ASER Pakistan Survey Report 2015 that was conducted in 146 rural districts of Pakistan, covering 83,755 households in 4,217 villages throughout the country. Detailed information was collected on 258,021 children (59% males, 41% females) aged 3-16 years. Out of these 219,609 children aged 5-16 years were tested for language and arithmetic competencies. It was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private sector to achieve vigorous quality education at this level.
Publisher: International Online Journal of Primary Education KerkoCite.ItemAlsoKnownAs: 2339240:JRSDGKRM 2405685:BSNTWHMM
Keywords: Academic Achievement; Arithmetic; Educational Administration; Educational Policy; Educational Quality; Educational Resources; Elementary Education; Elementary School Students; Foreign Countries; Literacy; Mathematics Skills; Private Education; Public Education; Secondary School Students; Socioeconomic Influences; Teacher Competencies; ⛔ No DOI found

Public Statement on the Status of Payments to County Governments FY 2021-2022 - Republic of Kenya National Treasury and Planning (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3Y2CWUVK 2405685:KVMAL7TJ

Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19 POLICY BRIEF - Butcher, Jonathan (2020)
The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future.
KerkoCite.ItemAlsoKnownAs: 2405685:YXMFHBYJ
Keywords: internet; online education; schools; virtual schools

Public-private partnerships in ICT for education - Pillay, Hitendra; Hearn, Greg (Digital Review of Asia Pacific 2009-2010, 2009)
A recent World Bank report notes that across the world, per capita economic growth is driven by three information and communication technology (ICT)-related factors: investments in equipment and infrastructure, investments in human capital (i.e. in education and innovation), and efficient use of labour (human resource) and capital that increases productivity (Schware 2005). These three factors have a direct impact on the provisioning of education. For one, the demand to adopt ICT-supported education services, or e-education, is outweighing the capacity of governments to adequately support education reform and expansion.
KerkoCite.ItemAlsoKnownAs: 2339240:64L4JMYB 2405685:2NB6WZG3
Keywords: ⛔ No INSPIRE recid found

Public Participation, Teacher Accountability, and School Outcomes: Findings from Baseline Surveys in Three Indian States - Pandey, Priyanka; Goyal, Sangeeta; Sundararaman, Venkatesh (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:GCT8T9GY 2405685:YAWQIN6H

Public Financial Management and Its Emerging Architecture - Cangiano, Marco; Curristine, Teresa; Lazare, Michael (2013)
The first two decades of the twenty-first century have witnessed an influx of innovations and reforms in public financial management. The current wave of reforms is markedly different from those in the past, owing to the sheer number of innovations, their widespread adoption, and the sense that they add up to a fundamental change in the way governments manage public money. This book takes stock of the most important innovations that have emerged over the past two decades.
KerkoCite.ItemAlsoKnownAs: 2339240:589N33J2 2405685:I8MBX2GY 4656463:V53EPAZX

Public financial management and health service delivery: Necessary, but not sufficient? - Welham, Bryn; Hart, Tom; Mustapha, Shakira; Hadley, Sierd (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MZ8HXZ2X 2405685:TQ8T3N8B
Keywords: ⛔ No DOI found

Public Education Statistics and Indicators 202–12022 - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5UH39TVV 2405685:Y6NGSXA2

Public Documents Profile Viewer

PTA Annual Report - Pakistan Telecommunications Authority (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:8YV2FKZ7

Psychometric assessment of the Handwriting Proficiency Screening Questionnaire (HPSQ) — Thai version for primary school-aged children - Thichanpiang, Peeradech; Kaunnil, Anuchart; Lee, Kerry; Gao, Xiaozi; Nopparat, Chutikorn; Permpoonputtana, Kannika (Children, 2022)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/children9101580 2339240:9CGP8V6W 2405685:JEZH3FFB
Keywords: ⛔ No INSPIRE recid found

Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process - Özkul, Ramazan; Kirbaç, Metin; Kaya, Fatih (2021)
The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.
ISSN: 2501-9120 Issue: 2 Pages: 82-97 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:MRF5YWGN 2405685:JHHP36ST
Keywords: Access to Computers; COVID-19; Correlation; Distance Education; Foreign Countries; Gender Differences; Handheld Devices; Internet; Mental Health; Pandemics; Physical Environment; Preferences; Preservice Teachers; Rural Urban Differences; Study Habits; Synchronous Communication; Telecommunications; Undergraduate Students; Well Being

Psychological interventions for children with emotional and behavioral difficulties aged 5–12 years: An evidence review - Brown, Felicity L.; Lee, Catherine; Servili, Chiara; Willhoite, Ann; Ommeren, Mark Van; Hijazi, Zeinab; Kieselbach, Berit; Skeen, Sarah (Cambridge Prisms: Global Mental Health, 2024)
In low- and middle-income countries (LMICs), children and families face a multitude of risk factors for mental health and well-being. These risks are even further exacerbated in humanitarian emergencies. However, access to effective mental health services in such settings is severely limited, leading to a large mental health treatment gap. Middle childhood (5–12 years) is a crucial period for human development during which symptoms of emotional distress often emerge, with one in three mental disorders developing prior to age 14. However, there is little evidence of effective psychological interventions for children in this developmental stage, and suitable for implementation within LMICs and humanitarian emergencies. We conducted this evidence review to inform the development of a new intervention package based on existing best practice for this age group, drawing insights from both global and LMIC resources. Our review synthesizes the findings of 52 intervention studies from LMICs and humanitarian settings; 53 existing systematic reviews and meta-analyses covering both LMICs and high-income countries, and 15 technical guidelines. Overall, there is limited high-quality evidence from which to draw recommendations for this age group; however, some promising intervention approaches were identified for children experiencing externalizing and internalizing symptoms, traumatic stress and a combination of difficulties. Several effective interventions utilize cognitive-behavioral techniques for children, in either group or individual format, and incorporate caregiver skills training into treatment, although the findings are mixed. Most evaluated interventions use specialists as delivery agents and are lengthy, which poses challenges for scale-up in settings where financial and human resources are scarce. These findings will inform the development of new psychological interventions for children in this age group with emotional and behavioral difficulties.
KerkoCite.ItemAlsoKnownAs: 10.1017/gmh.2024.57 2405685:JPZQM2WD
Keywords: child and adolescent; literature review; low- and middle-income countries; mental health; psychological interventions

Psychological impacts of 'screen time' and 'green time' for children and adolescents: A systematic scoping review - Oswald, Tassia K.; Rumbold, Alice R.; Kedzior, Sophie G. E.; Moore, Vivienne M. (PLOS ONE, 2020)
Technological developments in recent decades have increased young people’s engagement with screen-based technologies (screen time), and a reduction in young people’s contact with nature (green time) has been observed concurrently. This combination of high screen time and low green time may affect mental health and well-being. The aim of this systematic scoping review was to collate evidence assessing associations between screen time, green time, and psychological outcomes (including mental health, cognitive functioning, and academic achievement) for young children (<5 years), schoolchildren (5–11 years), early adolescents (12–14 years), and older adolescents (15–18 years). Original quantitative studies were identified in four databases (PubMed, PsycInfo, Scopus, Embase), resulting in 186 eligible studies. A third of included studies were undertaken in Europe and almost as many in the United States. The majority of studies were cross-sectional (62%). In general, high levels of screen time appeared to be associated with unfavourable psychological outcomes while green time appeared to be associated with favourable psychological outcomes. The ways screen time and green time were conceptualised and measured were highly heterogeneous, limiting the ability to synthesise the literature. The preponderance of cross-sectional studies with broadly similar findings, despite heterogeneous exposure measures, suggested results were not artefacts. However, additional high-quality longitudinal studies and randomised controlled trials are needed to make a compelling case for causal relationships. Different developmental stages appeared to shape which exposures and outcomes were salient. Young people from low socioeconomic backgrounds may be disproportionately affected by high screen time and low green time. Future research should distinguish between passive and interactive screen activities, and incidental versus purposive exposure to nature. Few studies considered screen time and green time together, and possible reciprocal psychological effects. However, there is preliminary evidence that green time could buffer consequences of high screen time, therefore nature may be an under-utilised public health resource for youth psychological well-being in a high-tech era.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0237725 2339240:HG2Z7BGU 2405685:XWCAXHQ5
Keywords: Adolescents; Attention; Children; Cognitive psychology; Mental health and psychiatry; Psychology; Schools; Social psychology

Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province - Mwale, Kelly Kezala (2011)
The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.
Accepted: 2011-06-09T14:56:49Z KerkoCite.ItemAlsoKnownAs: 2405685:IX3GN9W6

Providing distance education during the war: The experience of Ukraine - Londar, Lidia; Pietsch, Marcus (Information Technologies and Learning Tools, 2023)
Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
KerkoCite.ItemAlsoKnownAs: 2339240:UTUWTKU9 2405685:V9CKBERQ

Providing access to education in Sub-Saharan countries through Content-Oriented technology - Kiboro, Angelica; Bailey, Sheena; Nair, Mrinay; Salam, Tomisin; Dwhytie, Alex (2014 IEEE Canada International Humanitarian Technology Conference - (IHTC), 2014)
Access to education has been a growing concern for children in developing economies, namely lack of access to quality customized online content in the classroom and at home; lack of tools that make learning fun and effective in key subject areas; and lack of state resources to meet educational demands. The Rumie Initiative was founded to tackle these concerns. It is a non-profit organization bringing educational content to the world's underprivileged children through low-cost technology. The Rumie Initiative's vision is to redefine the way education is provided, and through this, significantly reduce poverty and drive economic development. The primary advantage of The Rumie Initiative over all other educational technology solutions is that its content is specifically tailored to meet the local educational needs and curriculum standards. Utilizing the vast reserves of free online updated educational content available today; these android driven tablets are an affordable and intuitive way to deliver pre-loaded content without the requirement of internet access. Through mass global volunteerism, The Rumie Initiative collaborates with educators in choosing appropriate educational content and distributes content-loaded tablets through local Non-Governmental Organizations, communities and government entities. The Rumie Initiative has started a program of trials around the world and recently received a positive response at a Computer - Based Math Education Summit in New York hosted by UNICEF from November 21st to 22nd 2013. The initiative was first launched in Haiti on 25th October 2013 and has since, been gaining momentum, currently exploring opportunities in Sub-Saharan countries such as Ghana, Kenya, Uganda, Rwanda, Burundi, South Africa and Nigeria. This paper focuses on The Rumie Initiative's unique business model to reach the masses, emphasizing issues relating to the power of volunteer ism, the forging of strategic development partners, and content-oriented technologies in increasing access to education.
ISSN: null KerkoCite.ItemAlsoKnownAs: 10.1109/ihtc.2014.7147542 10/ggn3tg 2339240:5H77UWY6 2405685:XF5UPDR7
Keywords: Blogs; Communities; Education; Internet; Internet access; Monitoring; Organizations; Rumie initiative; Servers; Terminology; authorisation; computer aided instruction; content management; content-oriented technology; curriculum standards; economics; economies; educational content; educational demands; government entities; non-governmental organizations; online content; standards; sub-Saharan countries

Protocol for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher; Huntington, Bethany; Bhutoria, Aditi (Open Development & Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1077 2405685:HXRIT9HX

Protecting the Space for Policy Research: Comparing Think Tanks and Universities in South Asia - Wood, Geof (Think Tank Initiative, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AUTXX2T6 2405685:FYWY949N

Protecting the right to education for refugees - Rolla, Moumné; Sakai, Leticia (UNESCO, 2017)
With over 20.7 million people who are currently refugees, challenges are numerous in relation to access, quality, and equity. Yet education plays a key role in ensuring refugees can fully develop themselves, find a job and contribute to society. UNESCO has produced this paper which analyze how to protect and enforce the right to education of refugees.
KerkoCite.ItemAlsoKnownAs: 2339240:73IS39YE 2405685:F27HGIPA

Protecting children online - UNICEF (2022)
Every child must be protected from violence, exploitation and abuse on the internet
KerkoCite.ItemAlsoKnownAs: 2339240:IK7MNBT4 2405685:KTENNXSW

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

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

Prospects of media education: Children empowerment through media literacy by the parents - Naseer, Rehana; Ahmed, Munib; Moazzam, Munawar (Pakistan Journal of Educational Research, 2022)
Media not only in Pakistan but all over the world have become the most influential and dominant source of information and entertainment. With the growing number of electronic gadgets, the device usage has been an indispensable component of these digitally aged children without which they feel their lives incomplete. The vast majority of children spend the significant amount of time using media devices in order to gratify their social needs and to gain information and entertainment, but its impact on young children is certainly undeniable. In relation to this context, the role of parents would be considered highly important in monitoring their children media-related activities. The in-depth interviews from parents of children aged between 8-13 years from Islamabad were conducted to understand their perceptions regarding the media related activities of their children, their mediation strategies, their key concerns, their awareness of media literacy, its significance value for children and their willingness to implement media literacy in educational curriculum for their children empowerment. The key finding indicates that advocating for initiation and implementation of media literacy education will be beneficial and enhance critical thinking skills among children to understand and evaluate media content and messages. Empowering children through media literacy education can address the major serious concerns of parents because restriction or limitation of children media usage is no longer effective. Hence, this study suggests that the engagement and active participation of children with these devices should be encouraged in a productive style. This study proposes that a high level of parental monitoring occurs when children use devices. Parents should monitor their children device usage. This recommends that parents need to have discussions with their children regarding their media related activities, because they are always worried about their children media usage both in school and at in home.
KerkoCite.ItemAlsoKnownAs: 10.52337/pjer.v5i1.430 2339240:7WRP2B7I 2405685:SADU9QUR

Prospective teachers' teaching experience: teacher learning through the use of video - Osmanoglu, Aslihan (Educational Research, 2015)
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826519864?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2015.1117321 2339240:IDCYSM7U 2339240:JN6DATHN 2405685:8R9AMXSP 2405685:UXX82Q2E 2534378:2ENRXCPY 2534378:6ZC4QF9U 2534378:CZGC7EHH
Keywords: Case Method (Teaching Technique); Case Studies; Case-based pedagogy; Content Analysis; Data Analysis; Discussion (Teaching Technique); EDUCATION of student teachers; EFFECTIVE teaching; ELEMENTARY school teachers; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Electronic Learning; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Knowledge Base for Teaching; Learning Activities; Mathematics Teachers; Methods Courses; Microteaching; Outcomes of Education; PROFESSIONAL education; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Reflective Teaching; Student Teacher Attitudes; Student Teachers; TEACHER education; TEACHING methods; TRAINING of student teachers; Teacher Effectiveness; Teaching Experience; Theory Practice Relationship; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096187; __finaldtb; class discussions; prospective teacher education; reflection; video case study

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

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

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Government of Sierra Leone; UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:843DCCS6 2405685:HZ89SJYF

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:GVAZB6TM

Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FJXR8BZE 2405685:64GPW6ZN

Proposal for GPE Accelerated Funding for COVID-19 Response: Malawi - GPE (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZSCUCA8 2405685:JW8RHUVL

Proportion of schools with access to basic facilities, all schools - UNESCO (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:ZV8MELAV

PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN - Akhter, Farhat Perveen; Hisham, Dzakiria (2017)
Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN
Publisher: INTERNATIONAL JOURNAL OF RESEARCH IN ENGLISH EDUCATION KerkoCite.ItemAlsoKnownAs: 2339240:VD866V6K 2405685:JDNWME5L

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:58A7W9JA 2339240:YVRRGJRL 2405685:KMGX6DRI 2405685:UX7FDZ8M
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:ZCTZKAMM 2405685:3A3NQ4QY
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Promoting sustainable living in the borderless world through blended learning platforms - Ng, Khar; Parahakaran, Suma; Febro, Rhea; Weisheit, Egbert; Lee, Tan (Open Praxis, 2013)
shortDOI: 10/ggjk2r KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.88 10/ggjk2r 2339240:Q62IS6X4 2405685:RLWQ3JYS

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting - Johnson, Stacy R.; Finlon, Kristy J.; Kobak, Roger; Izard, Carroll E. (Early Childhood Education Journal, 2017)
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.
shortDOI: 10/gbjks7 KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-016-0790-1 10/gbjks7 2405685:5SRMZ3SD
Keywords: Classroom quality; Head Start; Peer coaching; Professional development; Professional learning communities; Student–teacher interactions

Promoting resilience: developing capacity within education systems affected by conflict - Bird, Lyndsay (UNESCO, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:N63YGE4H 2405685:3WF43YA8

Promoting proper education for sustainability: An exploratory study of ICT enhanced Problem Based Learning in a developing country - Roy, Amit; Kihoza, Patrick; Suhonen, Jarkko; Vesisenaho, Mikko; Tukiaianen, Markku (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2014)
One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and learns the skills needed to pro-actively search for possible solutions. Through this study we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework, Children as Agents of Social Change (CASC), as a possible vehicle to facilitate appropriate education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not the reality. With help of the local community, we created a locally contextualised video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to sustainability.
KerkoCite.ItemAlsoKnownAs: 2339240:5GKMYQUW 2405685:Z66ECXW6
Keywords: ⛔ No DOI found

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples - Yarımkaya, Erkan; Esentürk, Oğuz Kaan (International Journal of Developmental Disabilities, 2020)
Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.
KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2020.1756115 2405685:4SKEKBD6
Keywords: COVID-19; children with ASD; physical activity; stay at home

Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments - Barrera-Osorio, Felipe; Gertler, Paul; Nakajima, Nozomi; Patrinos, Harry (National Bureau of Economic Research, 2020)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w28040 2339240:VJIZKVA5 2405685:3DJ6GAZB

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction - Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N. (Contemporary Educational Technology, 2016)
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Publisher: M. Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6161 2339240:GELHAMZU 2405685:8EMFIC9C

Promoting gender equality in education in Kenya: A case for innovative programmes to bridge the divide - Kinyanjui, Joyce (Buwa, 2016)
This issue of BUWA explores these questions and provides space for African women and men to define the kind of education that can meet SDG goals. Articles in the issue assess the existing policy frameworks and the officially stated drivers which are shaping them as well as those which are not stated. The various tested and emerging untested models for delivering quality education for women and girls on the continent are considered, as well as key questions around innovative, robust financing models and challenges for education. The main focus here is the extent to which the provision of quality education has to be fully catered to through domestic finances and resources – both for sustainability and ownership purposes.
KerkoCite.ItemAlsoKnownAs: 2339240:PIIQUFZE 2405685:KSA23BE4
Keywords: Equity through Access; ⛔ No DOI found; ⛔ No INSPIRE recid found