Promoting Family and Teacher’s Engagement Through Nudges - RECC (TRECC, 2016)
Eduq+ is a nudgebot, a technology product aimed at encouraging parents’ engagement in their children’s school life.
KerkoCite.ItemAlsoKnownAs: 2339240:ZRZ4ILET 2405685:TVME3BSU

Promoting education for sustainable development by using ICT enhanced problem based learning in a developing country - Roy, A.; Kihoza, P.; Suhonen, J.; Vesisenaho, M. (2012 IEEE Fourth International Conference on Technology for Education, 2012)
One of the goals of education is to create responsible citizens who can understand and respond to problems in their societies adequately. Such acts of responsibility may need knowledge, ability to think critically about the problem and some action towards a possible solution. Previous research shows that forest fires in Tanzania are serious social problem. Adequate education about this problem does not take place because of lack of number of teachers required and lack of qualification among the teachers. This study used ICT media to connect the expertise of local environmental officers to school students who creatively conducted projects-based-learning activities to solve local environmental conservation problems. These projects when followed by student presentations encourage and ensure that students learn about the problem well. Amix-method research approach shows that the use of video for learning and providing environmental education was ranked as being very effective by participants.
KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2012.27 2339240:WTAN6JY9 2405685:893YEBWF
Keywords: Communities; Educational institutions; Fires; ICT enhanced problem based learning; ICT media; ICT supported pedagogical model; ICT4D; ICT4E; Project Based Learning; Reflection; Sociology; Vegetation; computer aided instruction; developing country; environmental education; environmental science computing; information technology; interactive video; learning videos; local environmental conservation problems; local environmental officers; problem solving; problems in developing world; projects-based-learning activity; responsible citizens; school students; social awareness; social issues; student presentations; sustainable development; technical presentation

Promoting Climate-Sensitive Early Childhood Care and Education in Emergencies - INEE (Inter-agency Network for Education in Emergencies (INEE), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JDEMSN5P 2405685:PUXYLSLB

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo - Aber, J. Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F.; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon (Development and Psychopathology, 2017)
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1017/s0954579416001139 10/gf86mp 2339240:4FUAN56W 2339240:5P755MDC 2405685:VZHC337C

Promoting academic literacy with technology: successful laptop programs in K-12 schools - Warschauer, Mark; Grant, David; Real, Gabriel Del; Rousseau, Michele (System, 2004)
One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2004.09.010 10/ffr68w 2339240:CR5JUUTC 2405685:9TQ7P4IC
Keywords: Laptops; Literacy; Technology

Promising Practices in Teacher Professional Development - Inter-Agency Network for Education in Emergencies (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:74VNBZDB 2405685:GI2TV5HH

Promising Practices for Equitable Remote Learning: Emerging lessons from Covid-19 education responses in 127 Countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Mathieu; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Correa, Javier Santiago Ortiz (UNICEF Office of Research-Innocenti, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9XP43KG8 2405685:ZESNMAXA
Keywords: ⛔ No INSPIRE recid found

Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9MHDW5NY 2339240:FJBQM3KU 2339240:GVM9MG8J 2339240:KXY5ZIUM 2339240:L64HD637 2339240:NNP5XW8Q 2339240:S9X82R99 2339240:UGNM6BJX 2339240:ZTPISV5S 2405685:4BDVYXZK 2405685:4YGQW7GT 2405685:9B3AYRVL 2405685:DE4UMT97 2405685:GIRLDY3C 2405685:MGEDRZ5M 2405685:P246GT26 2405685:PXHHCWS6 2405685:RIGJ57SP 2405685:UAUZXJ9H 2405685:V4TS384A 2405685:ZH65IS2I 2534378:7B4RE4XL 2534379:72F2RW7Y
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Promising Practices for Equitable Remote Learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF Innocenti – Global Office of Research and Foresight, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KIW3DWMC 2405685:LSKTW9GP
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries - Innocenti, UNICEF Office of Research- (UNICEF-IRC, 2020)
The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud
KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U

Promises to keep: impact of COVID-19 on adolescents in Kenya - Presidential Policy and Strategy Unit (Kenya); Population Council (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SZHGL7E3 2405685:AHRVVYD2

Projetos de inclusão digital na educação em Angola: avanços e recuos - Barbante, Cesário José Sanajmbo (Revista Brasileira de Estudos Africanos, 2021)
The inclusion of technology in education in Angola marks yet another moment of transition in the Education and Teaching System, with the integration of new digital tools that have provided a new use, new learning and management standards for administrative processes. The study presented in this document aims to reflect on the digital inclusion initiatives in education in Angola, mainly in basic education. Contextualized in the domain of the inclusion of information and communication technologies in Angolan schools and focused, in particular, on existing projects, this study is part of an empirical approach of a qualitative nature, assuming a descriptive investigation. In comparative terms, the Escola Meu Kamba Project was the most solid, due to the fact that it had direct financial coverage from the State; the ProFuturo Project was the most innovative when using mobile and tactile devices, in addition to having an alternative power supply to the public network; and, finally, the E-Net project was the one that had contributed the most to Internet access by the school community. On the other hand, there are regrets about the discontinuities of both projects.
Number: 11 KerkoCite.ItemAlsoKnownAs: 10.22456/2448-3923.104401 2339240:ZSR8MEIA 2405685:HDMKHXTG
Keywords: Ensino de base.; inclusão digital na educação; projetos tecnológicos

Project RAY for the visually impaired | Smartphones for Blind, Cell Phones for Visually Impaired - Project Ray (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KGLHH6G9 2405685:8A26E6LT

Project overseas: Teachers helping teachers - Anonymous (Alberta Teachers Association, 2007)
Ghana: Celebrating 50 years of independence
Library Catalog: www.teachers.ab.ca KerkoCite.ItemAlsoKnownAs: 2339240:VVWG5RMI 2405685:S7YVP89B

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

Project Information Document (PID): Sierra Leone Free Education Project (P167897) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6FWAUCW5 2405685:XAKZSJBD

Project Information Document (PID) Concept Stage: Mongolia Education Quality Reform Project - World Bank (The World Bank, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5SFZINHK 2405685:WRQSXS89

Project Appraisal document on a grant from the Global Partnership for Education to the Republic of Madagascar - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:5KKZNPWI

Project Appraisal document on a Global Partnership for Education Fund grant in the amount of US$88.4 million to the Republic of Kenya for a primary education development project - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:P64JSJCL 2405685:P2NM7XXB

Progress Under Threat: Refugee education one year on from the Global Refugee Forum and the impact of COVID-19 - Save the Children (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XVRCBEFV 2405685:UCCHVDR4

Programme Sectoriel de l’Education de la Guinée Bissau (2017-2025) - Ministère de l’Education Nationale (República da Guiné-Bissau, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:F4DXD6KC 2405685:E7VTDDYM

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

Programme for International Student Assessment (PISA): Results from Pisa 2018 - OECD (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6YJ7KLI5

Programme d’Amélioration de la Qualité, de l’Équité et de la Transparence – Transparence –Education / Formation (PAQUET – EF) - Ministère de l’Éducation Nationale, et al.
KerkoCite.ItemAlsoKnownAs: 2405685:3TJFLD4A

Programa de Ensino á Distância no Ensino Secundário (PESD1 e 2) - Government of Maputo City (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ANEAKJXV 2405685:I4WB785A

Programa de Educação em Emergência 2020-2021 financiado pela Parceria Global da Educação - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PNVVS63J 2405685:WKLCL6TG

Program of the IX Constitutional Government - Government of Timor-Leste
KerkoCite.ItemAlsoKnownAs: 2339240:4QQIFEZW 2405685:NCENWEB9

Program Assessment of Kolibri FLY - Assaf, Teib; Taylor, Stefanie (Open Development & Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0270 2339240:SH4ZMRFU 2405685:VA9278TB

Program Assessment of Kolibri FLY - Open Development and Education (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0270 2339240:4BDDU4SM 2405685:JC3YVXXT

Progotir Pathey, Bangladesh Multiple Indicator Cluster Survey 2019, Survey Findings Report - Bangladesh Bureau of Statistics (BBS); UNICEF Bangladesh (Bangladesh Bureau of Statistics (BBS), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GI5823C2 2339240:N5JK4A3G 2405685:2RPSQCKH 2405685:78ADZUUD

ProFuturo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TTHJPAAF 2405685:9A963DBQ

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge - Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary (Education and Information Technologies, 2016)
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.
shortDOI: 10/gf5f37 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9306-4 10/gf5f37 2339240:X5KT8D38 2405685:M6FHA5XE

Professional Development Research: Consensus, Crossroads, and Challenges - Hill, Heather C.; Beisiegel, Mary; Jacob, Robin (Educational Researcher, 2013)
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
Publisher: American Educational Research Association shortDOI: 10/gdqbjb KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X13512674 10/gdqbjb 2405685:638YT9CJ 2405685:X5HM4IVD 2534378:YPGSUAT2
Keywords: C:International

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya - Kerkhoff, Shea N.; Makubuya, Timothy (Reading research quarterly, 2022)
In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.
Place: HOBOKEN Publisher: Wiley KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2339240:ZUF5QSBN 2405685:TCG8Z8AZ
Keywords: 1‐Early childhood; 2‐Childhood; 3‐Early adolescence; 4‐Adolescence; 6‐Adult; Case Studies; Collaboration; Collaborative Learning; Computer literacy; Constructivism; Creative ability; Creativity; Critical Pedagogy; Culturally Responsive Pedagogy; Digital Literacies; Digital literacy; Digital/media literacy; Education & Educational Research; Educational technology; Gloablization and Literacy; Group work in education; Information literacy; Instructional strategies; methods and materials; Kenya; Literacies; Literacy; Literacy programs; Policy; Postcolonialism; Professional Development; Psychology; Psychology; Educational; Qualitative Research; Social Constructivism; Social Sciences; Socio‐cultural; Students; Study and teaching; Survey Research; Teacher attitudes; Teacher education; Teacher education; professional development; Teachers; Teaching; Teaching methods; Team learning approach in education; Transformative

Professional Development for Teachers for Blended Learning and Online Strategies - Pilot Project - UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:SS5B8S3D 2405685:Q7WSANE3

Professional Development for K–12 Math and Science Teachers: What Do We Really Know? - Scher, Lauren; O'Reilly, Fran (Journal of Research on Educational Effectiveness, 2009)
As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs inﬂuence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the ﬁeld are supported by the evidence. Although this study does ﬁnd some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.
shortDOI: 10/cxp3nf KerkoCite.ItemAlsoKnownAs: 10.1080/19345740802641527 10/cxp3nf 2405685:35I9GLWU
Keywords: C:United States

Professional Development and Teacher Change - Guskey, Thomas R. (Teachers and Teaching, 2002)
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.
shortDOI: 10/fnm4h7 KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2405685:WLVXAV3Q

Produits - ED4Free
Library Catalog: ed4free.ovh KerkoCite.ItemAlsoKnownAs: 2405685:6ZIEKSDG

Procurement Details - World Bank (World Bank)
KerkoCite.ItemAlsoKnownAs: 2339240:3HJCYLBP 2405685:F9S6RIUI

Process for iterative and adaptive implementation of government policy in order to utilise educational technology - Haßler, Björn; Khalayleh, Abdullah (Open Development & Education, 2019)
An output of Activating EdTech Jordan. Information about the Activating EdTech Jordan and our outputs can be found at http://tiny.cc/ActivatingEdTech. Our outputs are archived here https://zenodo.org/communities/aet/.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3372141 2405685:E29PL7BW

Process Evaluation Report 2016: Evaluation Services Provider for the Pakistan Innovation Fund Phase II - Coffey International (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:73YN4MSN 2405685:6R7GGHTD

Proceedings of the Eleventh ACM Conference on Learning @ Scale (Association for Computing Machinery, New York, NY, United States, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:6MLTGVP7

Proceedings of the Eleventh ACM Conference on Learning @ Scale - Joyner, David; Kim, Min Kyu; Wang, Xu; Xia, Meng (Proceedings of the Eleventh ACM Conference on Learning @ Scale, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:37W5943X

Procedures for Undertaking Systematic Reviews - Kitchenham, B (2004)
KerkoCite.ItemAlsoKnownAs: 2129771:5JJ23PA7 2405685:4TPH9JT2

Problems of drop-out students in Indian slum - Siddiqui, Tarannum (International Education and Research Journal, 2017)
The purpose of this paper is to find out the problems of drop-out students at elementary level, specially living in slum areas of India. Educational facility at elementary level and its relationship with infrastructural facilities is the main focus of this paper. Paper highlights the role of government to improve elementary education in slum areas of the country with special focus on drop-out students. Paper is mainly based on primary and secondary data/ information. Study has taken a total sample of 50 households (25 from each district) by using random sampling technique in the urban areas namely- Madiyaon slum of Lucknow in Uttar Pradesh and Dharavi slum of Mumbai in Maharashtra. Intensive interviews have been conducted to procure purpose full information. The numbers of upper primary schools were found half of the primary schools in slum areas. Acording to RTE Act no students could be stop or retained in any class of primary section. To stop drop out situation at elementary level of education, paper recommends opening more government upper primary schools in the slum areas. Due to limited sample size, the research results may lack generalisation. Therefore, researchers and research institutions are encouraged to test the proposed propositions further. Dropping out from elementary education in slum areas are an unexplored area of research which has been covered in this paper.
Number: 5 KerkoCite.ItemAlsoKnownAs: 2339240:HJCCKF7J 2405685:W2QT6EH2
Keywords: Elementary education in slum areas.; Indian slums; Problems of drop-out students; ⛔ No DOI found

Problems and proposals summary: Advice, Money, Results - Hedger, Edward; Schick, Allen; Manning, Nick (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q9HZ2QJQ 2405685:AJYDHHXC 4656463:BA6GWKQ9

Problem-Driven Political Economy Analysis: The World Bank's Experience - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:E5VN56Y5 2405685:WIZSDXWT

Problem-Driven Political Economy Analysis - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:FSUU33LR 2405685:CDW5KW5K

Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries - Hennessey, Sarah; Jordan, Katy; Wagner, Daniel; EdTech Hub Team (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P8FGXBPB 2405685:F8WM8674
Keywords: ⛔ No INSPIRE recid found

Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries - Hennessy, Sara; Jordan, Katy; Wagner, Daniel A.; EdTech Hub Team (EdTech Hub, 2021)
ZenodoArchiveID: 4332693 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4332693 2339240:2FHWWFA3 2339240:322MPSF7 2339240:8BXMXD7P 2339240:BTJ8QHAD 2339240:BTPX7CIX 2339240:DZSHD5WZ 2339240:EEUENHU3 2339240:HSFA8Z7Q 2339240:M3YUXFYS 2339240:Q2I8K6L8 2339240:SILWX2ZS 2339240:WEEFFITS 2339240:XHVAUXYZ 2405685:347U73VH 2405685:4LA8N3BT 2405685:8F46F44X 2405685:94F2MYRK 2405685:BHLDEAHG 2405685:CQXKYRLY 2405685:CSJHU24F 2405685:DYB6V7DK 2405685:EIQD4I2E 2405685:GUHMK274 2405685:HXF4GM6M 2405685:PBXBB7LF 2405685:QVG25MBV 2405685:R2YGTN82 2405685:R7Q7CT4P 2405685:SNZ55MKE 2534378:42JICVEU
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Congo; Democratic Republic COD; _C:El Salvador SLV; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:eSwatini SWZ; _DOILIVE; _EdTechHub_Output; _MELA_seen; __C:scheme:1; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Problem Analysis. A Global Public Good produced by the EdTech Hub - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (EdTech Hub, 2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
EdTechHub.Copy: 2129771:9VXUZISD EdTechHub.Copy: 2129771:ADGISTZU EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgnfz KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya - Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy (Africa Education Review, 2015)
Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2015.1036566 2339240:PG45F94W 2405685:772V2TVY
Keywords: Achievement Gains; Causal Models; Control Groups; Early Intervention; Early Reading; Educational Improvement; Effect Size; Emergent Literacy; Experimental Groups; Foreign Countries; Grade 1; Grade 2; Low Income Students; Oral Reading; Poverty; Randomized Controlled Trials; Reading Comprehension; Reading Fluency; Reading Tests; Regression (Statistics); School Effectiveness; Skill Development; Socioeconomic Status

Prize Lecture: Michael Kremer, Prize in Economic Sciences 2019 - Nobel Prize (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:UADJ9JZR

Private engagement in refugee education and the promise of digital humanitarianism - Menashy, Francine; Zakharia, Zeena (Oxford Review of Education, 2019)
This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by profit motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South.
shortDOI: 10/ggs9ws KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2019.1682536 10/ggs9ws 2339240:UH2A3AGB 2405685:S8KCLCMR
Keywords: GENERAL - to be categorised; Google Scholar/ "education technology" refugees

Private engagement in refugee education and the promise of digital humanitarianism - Menashy, Francine; Zakharia, Zeena (Oxford Review of Education, 2019)
This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by proﬁt motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South.
KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2019.1682536 2339240:NDC5PX8G 2405685:DV2P5KPW

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL

PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Moher, D; Liberati, A; Altman, DG (PLoS Med, 2009)
PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed100097 2339240:D6R5ZTGB 2405685:W8ACXNRM
Keywords: THEME: Education management; ⚠️ Invalid DOI

PRISMA 2009 flow diagram (PRISMA, 2009)
EdTechHub.ItemAlsoKnownAs:2405685:XJQNYUPF

Prioritizing learning during COVID-19: The most effective ways to keep children learning during and postpandemic. - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GW9VPIXE 2339240:U67VZL9B 2405685:GVNYZVGK 2405685:JM2BP6EU

Prioritizing Learning During Covid-19: The Most Effective Ways to Keep Children Learning During and Post-Pandemic - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
Andrab
KerkoCite.ItemAlsoKnownAs: 2339240:5LBQWKMK 2405685:G2PBI9HI

Printed materials - Google Drive - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB

Print: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UP7LEEYE 2405685:PAUGX5WB

Principles of the self-organizing system - Ashby, W. Ross (Modern systems research for the behavioral scientist, 1968)
KerkoCite.ItemAlsoKnownAs: 2339240:4BNNIA8I 2405685:X7RW4QRY
Keywords: ⛔ No DOI found

Principles of Digital Learning for Refugee-host Communities - UNHCR; UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:GC9THSKP 2405685:J53RTAAC

Principles of Digital Developmeent - Design for Scale - Principles for Digital Development (Principles for Digital Development)
Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
KerkoCite.ItemAlsoKnownAs: 2405685:IUHUA96U

Principles for Digital Development in Education - amendments, tenets, questions - Haßler, Björn (2020)
Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2405685:KTBEJXS7 2486141:2QQKXZ5U
Keywords: _DOILIVE; _zenodoODE; dode_eth-src-dode

Principles for Digital Development - Digital Principles
KerkoCite.ItemAlsoKnownAs: 2339240:EK9AATKV 2405685:LW787JG8

Principles for Digital Development - Principles for Digital Development (Principles for Digital Development)
Resources & Expertise for the Digital Principles
KerkoCite.ItemAlsoKnownAs: 2129771:YVTEFS7V 2339240:25GKN2DZ 2339240:8H247M4D 2339240:FQVAME2Y 2339240:L45UNQKB 2339240:TI9V5KNM 2339240:VBPXPZ3R 2405685:64B8NIX6 2405685:7FT5TSPJ 2405685:8N3KTB2M 2405685:CP26ZJ7F 2405685:F34U7LBI 2405685:R2TFPQZS 2405685:VD5ZXD5J 2405685:YRKCD9LA
Keywords: ___working_potential_duplicate; ⛔ No INSPIRE recid found

Principles for Digital Development - Principles for Digital Development Working Group (Principles for Digital Development, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TFEAKR98 2405685:XFMQ9UCF

Principals' Instructional Leadership Styles and their effect on Tutors on ICT integration in teaching Science - Omwenga, Ezekiel (2016)
The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science.
KerkoCite.ItemAlsoKnownAs: 2339240:EJ4NX3TX 2405685:AJ7SJMEA

Principal Dashboard - Leh Wi Lan (Leh Wi Lan, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QQ28IZKC 2405685:ZHDNZNFK

Prime Minister’s Decree On Lifelong Learning - Ministry of Education and Sports Department of Non-Formal Education (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:P6RDSNQ3

Primary teacher education in Malawi: Insights into practice and policy - Kunje, D et al
KerkoCite.ItemAlsoKnownAs: 2405685:GGILNNGN
Keywords: ⛔ No DOI found

Primary teacher education in Malawi: Insights into practice and policy - Kunje, D et al
KerkoCite.ItemAlsoKnownAs: 2405685:KUCXVPPY
Keywords: ⛔ No DOI found

Primary school learning in sub-Saharan Africa during COVID-19: A scoping review of responses and recovery initiatives induced during school closures - Wawire, Brenda; Barnes-Story, Adrienne; Kiru, Elisheba; Kim, Sungkyum (Current Issues in Comparative Education, 2023)
Globally, the COVID-19 pandemic caused unprecedented disruptions in education. School closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries put in place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.52214/cice.v25i1.9969 2339240:JJCSJBZX 2405685:Q4MW8X56
Keywords: COVID-19; early grades; interventions; learning loss; literacy; responses

Primary Education Finance for Equity and Quality - Steer, Liesbet; Rabbani, Fazle; Parker, Adam (Brookings, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:TEXB67QA 2405685:9CD9SC23 4656463:SMDP5B8R

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3

Primary and Secondary Education Statistics Report - Ministry of Primary and Secondary Education (Zimbabwe) (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:6FS459VT 2405685:RR6WRZ7S 2405685:TU2WFTPR

Pricing the right to education: the cost of reaching new targets by 2030 (Education for All Global Monitoring Report. Policy Paper 18; July 2015 update). - UNESCO (2015)
UNESCO (2015) Pricing the right to education: The cost of reaching new targets by 2030. Education for All Global Monitoring Report, Policy Paper, no. 18. KerkoCite.ItemAlsoKnownAs: 2339240:ED2EZSXD 2405685:ZTNCL6FI

Pricing | Siyavula - Siyavula
KerkoCite.ItemAlsoKnownAs: 2339240:DDKSLDQH 2405685:PZ554QAZ

Prevention of Electronic Crime Bill - Ministry of Information Technology (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WNXZQXTF 2405685:JGG4U7WV

Prevalence of ADHD in primary school children in Vinh Long, Vietnam - Pham, Hoai Danh; Nguyen, Huu Bao Han; Tran, Diep Tuan (Pediatrics International, 2015)
Background Attention-deficit hyperactivity disorder (ADHD) is the most common behavioral disorder in children. It affects not only the subjects but also their families and society. The purpose of this study was to determine the prevalence of ADHD in primary school children in South Vietnam, especially Vinh Long province. Method Children were chosen randomly from primary schools in Vinh Long from February to March in 2009 in a cross-sectional study to determine the prevalence of ADHD using the ADHD Rating Scale-IV for parents/caregivers and teachers. ADHD Rating Scale-IV was based on DSM-IV for diagnosis of ADHD. Results A total of 600 children were chosen and 1200 reports were collected from parents/caregivers and teachers. The prevalence rate of ADHD was 7.7%. The rates of the predominantly inattentive type, predominantly hyperactive type and combined type were 1.7%, 5% and 1%, respectively. The difference in sex was not significant across all subtypes. The prevalence of ADHD in urban children was 2.2-fold that in rural children. Conclusion The prevalence of ADHD in primary school children in Vinh Long, southern Vietnam, is in the same range as other regions in the world. Therefore, awareness of ADHD needs to be raised, to ensure suitable psychiatric care for children.
6 citations (Crossref) [2024-04-29] _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ped.12656 KerkoCite.ItemAlsoKnownAs: 10.1111/ped.12656 2339240:5UZK54AT 2405685:P9K8M924
Keywords: Vietnam; attention-deficit hyperactivity disorder; prevalence; primary school child; ⛔ No INSPIRE recid found

Prevalence and causes of visual impairment in children aged seven years and below in a tertiary eye care centre in Malaysia - Teoh, Ru Jian Jonathan; Bahari, Nor Akmal; Zahri, Juhaida; Rahmat, Jamalia (Malaysian Journal of Ophthalmology, 2022)
Purpose: To determine the prevalence and causes of visual impairment among children aged 7 years and below in a tertiary eye care centre in Kuala Lumpur, Malaysia. Study design: Cross-sectional retrospective study. Methods: Medical records of all children aged 7 years and below who attended the paediatric ophthalmology clinic in a tertiary eye care centre in 2020 were reviewed. Results: In 2020, 2,460 children were seen in the clinic, of whom 549 (22.3%) presented with visual impairment. At the time of presentation, 73.2% of the visually impaired children were diagnosed with blindness; of these children, 62.8% were under 1 year old. The percentage of treatable causes of visual impairment was 38.4%, while 31.1% of them were preventable. The most common causes of visual impairment were cerebral visual impairment (24.2%), congenital cataract (16.6%), and retinoblastoma (6.2%). Conclusion: More than half of the causes of childhood visual impairment were preventable or treatable. The majority of children were under 1 year old. Cerebral visual impairment was the main cause of visual impairment. This study highlights the importance of early screening and intervention programs to prevent childhood visual impairment.
0 citations (Crossref) [2024-04-29] Number: 3 KerkoCite.ItemAlsoKnownAs: 10.35119/myjo.v4i3.279 2339240:AL3FFM8Z 2405685:H2XXC4XJ
Keywords: Malaysia; paediatric visual impairment; prevalence; ⛔ No INSPIRE recid found

Prevalence and associated factors of attention deficit hyperactivity disorder (ADHD) in a rural community, Central Thailand: a mixed methods study - Sakboonyarat, Boonsub; Chokcharoensap, Kritchaporn; Sathuthum, Nadcha; Chutchawalanon, Soraya; Khamkaen, Chawengsak; Sookkaew, Wetawit; Thamwinitchai, Jutatip; Phalakornkul, Natthanon; Saelim, Sila; Liwvorakul, Pongpat (Global Journal of Health Science, 2018)
Publisher: Canadian Center of Science and Education KerkoCite.ItemAlsoKnownAs: 10.5539/gjhs.v10n3p60 2339240:LGA8FR7F 2405685:8STSLY2N
Keywords: ⛔ No INSPIRE recid found

Pretotype It: Make sure you are building the right it before you build it right - Savoia, Alberto (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:NJTENVD2 2405685:QYUB3B6L

Press release: ITU Telecom World Awards 2016 winners announced... - International Telecommunication Union Telecom World (ITU, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:AJQXZF46 2405685:BZQNBQY8

President's Office - Regional Administration and Local Government Fee Free Basic Education - Capitation Grants Disbursed to Secondary Schools 2019/2020 - Government of Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUHFWG2Q 2405685:A573Z6PA 4656463:28772ES7

President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko - SN Radio (2020)
#sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2405685:PZEXZU6E

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Place: Heidelberg Publisher: Springer Nature B.V. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2405685:UQT53N6N 2534378:8UNKTUGE 2534378:QAQ7MRJ3
Keywords: Blended learning; Data analysis; Education; Education–Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L. (Smart Learning Environments, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2339240:E5489YI6 2405685:EDKS7VMJ

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

Preservice and Inservice Professional Development During the COVID-19 Pandemic - Hartshorne, Richard; Baumgartner, Emily; Kaplan-rakowski, Regina; Mouza, Chrystalla; Ferdig, Richard (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education.
KerkoCite.ItemAlsoKnownAs: 2405685:CDDAGUYD
Keywords: ⛔ No DOI found

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

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

Preparing teacher education students to integrate mobile learning into elementary education - Bai, Hua (TechTrends, 2019)
The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.
Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N

Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the Central Region of Ghana - Abreh, Might (International Journal of Research in Computer Applications and Management, 2011)
The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage.
KerkoCite.ItemAlsoKnownAs: 2339240:M8R5KYWY 2405685:P94BWF8L
Keywords: ⛔ No DOI found

Preparing K-12 Schools for a Pandemic before It Occurs - Christensen, Rhonda; Alexander, Curby (Journal of Technology and Teacher Education, 2020)
While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership team began to consider what would happen to teaching and learning in the event of a large-scale pandemic causing the buildings to be closed. The school implemented a Distance Learning Day (DLD) in fall 2007 and continued it for one day each of five years. This paper describes the rationale, implementation, and outcomes of the endeavor, as well as its impact on students, teachers and parents. Implications for professional development are also included for those seeking to replicate this approach.
Publisher: Association for the Advancement of Computing in Education KerkoCite.ItemAlsoKnownAs: 2339240:5N58U7UC 2405685:HQ37QHA6 2405685:W4832TDB
Keywords: COVID-19; Communicable Diseases; Distance Education; Educational Benefits; Electronic Learning; Elementary Secondary Education; Emergency Programs; Instructional Design; Pandemics; Parent Attitudes; Planning; Program Effectiveness; Program Implementation; School Closing; Student Attitudes; Teacher Attitudes; Teacher Education; ___working_potential_duplicate; ⛔ No DOI found

Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan - Nadeem, Mohammed; Ali, Akhtar; Maqbool, Saira (Turkish Online Journal of Distance Education, 2013)
The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.
Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2339240:VA5S33ZR 2405685:MMLNNP88
Keywords: Child Psychology; Distance Education; Educational Facilities; Foreign Countries; Likert Scales; Measures (Individuals); Meetings; Open Universities; Statistical Analysis; Student Teacher Attitudes; Student Teachers; Teacher Education Programs; Workshops; ⛔ No DOI found

Preparing for culturally responsive teaching - Gay, Geneva (Journal of Teacher Education, 2002)
Publisher: Sage PublicationsSage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0022487102053002003 2339240:7NCF36I4 2339240:7WR6XMUE 2405685:BQZJKSM9 2405685:R4LV2TSF

Preparing children for climate-related disasters - Seddighi, Hamed; Yousefzadeh, Sepideh; López López, Mónica; Sajjadi, Homeira (BMJ Paediatrics Open, 2020)
Climate-related disasters affect different dimensions of children’s health and well-being both directly and indirectly. Reducing children’s vulnerability and exposure to climate-related disasters is crucial to protect them against risks. Children as climate-change agents and future leaders at local, national and international level can obviously contribute to reduce vulnerabilities in families and communities and transfer knowledge to them. Moreover, children can advocate for climate change mitigation. In the long term, participation of children in the climate change mitigation programmes may lead to fewer disasters and, consequently, less risk to their health., As government policies have failed to fully address and respond to the drivers of climate-related disasters, disasters preparedness and education for children should be considered an essential activity to protect children from disaster’s risks., Main factors in shaping children’s behaviour and response to disaster are increasing the risk perception and knowledge of the children. When a child perceived likelihood, susceptibility and severity of a disaster (such as earthquake), then they would be able and willing to learn how to prepare for that., So far, disaster education programmes for children have mostly relied on offline school-based training. Different innovative approaches can be applied to continue education within online and digital formats including virtual reality, digital games and online platforms. However, an advocacy support by influential entities such as companies engaged in entertainment industry is required to raise the awareness of public and particularly the children about disaster preparedness.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjpo-2020-000833 2339240:P5FL7GTI 2405685:UPPPCVCX

Preparing a Workforce for the Evolving Information Economy: A Survey on ICT Access and Use in Kenya Secondary Schools. Summit Strategies Limited, Nairobi. - Kenya Schoolnet (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:EDR75JJ3 2405685:V9BHZ24Y

Preparedness of Public Secondary Schools on the Use of Information Communication Technology in Teaching and Learning in Mukurweini, Nyeri County-Kenya - Ngatia, Paul Kamau (Kenyatta University, 2015)
Globally the important role played by the use of Information and Communication Technology (ICT) in educational institutions has grown with states putting heavy investments in the purchase of ICT equipment and providing internet access for students and teachers. The Kenya government has been encouraging the adoption of ICT in schools. However, it is not clear to what extent this has been implemented. In Mukurwe-ini Sub County the implementation of ICT has not been effective as evidenced by Table 1.1. This study sought to assess the preparedness of public secondary schools on the Information Communication Technology (ICT) in Mukurwe-ini Sub County, Nyeri County. The study will assess the extent of use of ICT in secondary schools as well as investigate the school related and the teacher related preparedness to the use of ICT in their duties. The information obtained is helpful in assessing the implementation of government policy on ICT in schools. The study adopted descriptive survey design. The target population consisted; 31 public secondary school principals and 374 teachers in Mukurwe-ini Sub County. The researcher employed purposively, stratified random sampling techniques to select a sample of 15 schools, 15 principals and 120 teachers for the study. Data was collected using self-administered questionnaires. The questionnaires were assessed by experts in the field of educational technology to ensure validity while the reliability was tested using Cronbach’s alpha co-efficient calculated from the results of a pilot study and found to have a Cronbach’s Alpha Coefficient of 0.85. The study obtained both quantitative and qualitative data. Qualitative data were analysed thematically as per research objectives. Quantitative data were analysed by use of descriptive statistics in which measures of central tendencies such as mean, mode, and percentages were used for determination of extent of ICT, the level of school related and teacher related preparedness while inferential statistics specifically the independent sample t-test was used to test the relationship between variables using Statistical Package for Social Sciences (SPSS). It was found that teachers rarely used computers in teaching and learning. The school preparedness was poor with school environment and support being low while teachers had positive attitudes towards integration of ICT in teaching. However, teachers were found not to be well adequately trained and experienced in the use of ICT thus very low self confidence in use of ICT in teaching and learning. Conducive school environment that was supportive was found to have positive impact of integration of ICT, inadequate training and low self confidence hindered the adoption of ICT. The study recommended that the inclusion of ICT in curriculum in teacher training institutions, increased funding, provision up to date training of teachers and employment of technical support staff to improve ICT adoption in teaching and learning
Accepted: 2016-03-15T08:07:29Z KerkoCite.ItemAlsoKnownAs: 2339240:4XE4DQNW 2405685:CBCG2PVR

Preparedness of Public Secondary Schools on the Use of Information Communication Technology In Teaching and Learning in Mukurweini, Nyeri County - Ngatia, Paul Kamau (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:8PFMJAQ3 2405685:8W4AQBVE
Keywords: ⛔ No DOI found

Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness - Filmer, Deon; Nahata, Vatsal; Sabarwal, Shwetlena (Research on Improving Systems of Education (RISE), 2021)
This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2021/084 2339240:36V6MWVY 2405685:LBATNMUL

Preparation of teachers for inclusive education in Lebanon - European Agency for Special Needs and Inclusive Education
KerkoCite.ItemAlsoKnownAs: 2339240:HJPEFLLV 2405685:WAJ4JCBD

Preparation for Life and Work. Comparative Study with a Focus on Basic (Primary and Lower Secondary) Education in Developing African Countries; 2008 - Georgescu, Dakmara; Stabback, Philip; Jahn, Klaus; Ag-Muphtah, Elmehdi; de Castro, Philippe (Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:Y6P3CDEU 2405685:XPZ5HC4W

Preparation and support for teachers in public schools: Reflections on the first year of teaching - Bowsher, A.; Sparks, D.; Hoyer, K.M. (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:TSCMK9TQ
Keywords: ⛔ No DOI found

Prepaid tariffs - Vodacom Mozambique - Vodacom Mozambique
KerkoCite.ItemAlsoKnownAs: 2405685:VPR7XN4V

Prêmio Escola Nota 10 - Government of the State of Ceará
KerkoCite.ItemAlsoKnownAs: 2339240:7GSXNQZT 2405685:RCW5FPIF 4656463:QI9FDC3Q

Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; Frisoli, Paul; Weisenhorn, Nina; Shivshanker, Anjuli; Annan, Jeannie; Aber, J. Lawrence (Teaching and Teacher Education, 2015)
This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.
shortDOI: 10/f7zk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.08.002 10/f7zk3n 2339240:J5TZZGLX 2405685:FVVYBX4Y 2405685:JGP79B9M
Keywords: Democratic Republic of the Congo; International education; Motivation; Teacher professional development

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G. (BMJ, 2009)
David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:92S5HDHK 2405685:VPGSHUXL
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:T8R5AV4B 2534378:V3VIP5A2
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:NV8VHX6N 2534378:V3VIP5A2
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6
Keywords: ___working_potential_duplicate; ❓ Multiple DOI

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6
Keywords: ___working_potential_duplicate; auto_merged; ❓ Multiple DOI

Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement - Moher, David; Shamseer, Larissa; Clarke, Mike; Ghersi, Davina; Liberati, Alessandro; Petticrew, Mark; Shekelle, Paul; Stewart, Lesley A.; PRISMA-P Group (Systematic Reviews, 2015)
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-1 2339240:GZ9BP9K3 2405685:J9LFRERT
Keywords: Checklist Item; Knowledge Translation; Reporting Guideline; Systematic Review; Systematic Review Protocol; ___working_potential_duplicate

Preferences and skills of Indian public sector teachers - Fagernäs, Sonja; Pelkonen, Panu (IZA Journal of Labour & Development, 2012)
I25, J41, J45 Copyright Fagernäs and Pelkonen; licensee Springer. 2012
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:BDBGTNN7 2405685:2CNDI2PP
Keywords: Discrete choice experiment; Hiring quotas; India; Job preferences; Skills; Teacher recruitment

Predictors of early growth in academic achievement: the head-toes-knees-shoulders task - McClelland, Megan M.; Cameron, Claire E.; Duncan, Robert; Bowles, Ryan P.; Acock, Alan C.; Miao, Alicia; Pratt, Megan E. (Frontiers in Psychology, 2014)
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.
shortDOI: 10/f59djz KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2014.00599 10/f59djz 2339240:H5LHFBW5 2405685:BGPZCLT5

Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in Tanzania - Raphael, Christina; Mtebe, Joel S (Journal of Learning for Development, 2017)
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.
KerkoCite.ItemAlsoKnownAs: 2339240:32MHLE8L 2405685:VBEEQVMR
Keywords: ⛔ No DOI found

Pre-service teachers' attitude towards information and communication technology usage: A Ghanaian survey - Gyamfi, Stephen Adu (International Journal of Education and Development using Information and Communication Technology)
This study employed the Technology Acceptance Model (TAM) to empirically investigate factors that influence Ghanaian pre-service teachers' attitudes towards Information and Communication Technology (ICT) usage. To achieve this aim, the study extended the TAM framework by adding leadership support and job relevance as exogenous variables. Data were randomly collected from 380 pre-service teachers studying a 3-year Diploma in Education programme in Ghana. Based on a multiple stepwise regression analysis, the findings suggested the following: (1) leadership support significantly influenced perceived ease of use; (2) job relevance significantly influenced perceived usefulness; (3) perceived usefulness significantly influenced attitude towards use; (4) perceived ease of use significantly influenced attitude towards use (5) the TAM is significant for pre-service teacher education context except the relationship between perceived ease of use and perceived usefulness. The study contributed to the literature by validating the TAM in the pre-service teacher education context in Ghana. It also provided several implications for the research and practice of ICT adoption in the developing world context.
Num Pages: 52-69 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:HQIKL9MJ 2405685:YIIV7W3K
Keywords: Attitudes; Computers; Education; Educational technology; Student teachers; Studies; Teaching; ⛔ No DOI found

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2405685:HNDKMF9C 2534378:5F2RLGL3 2534378:783739U4
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

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

Pre-Primary, Primary, Secondary, Adult and Non-Formal Education Statistics 2020 - Government of Tanzania, PO-RALG (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBNKN8L7 2405685:96IJHXRC

Pre-primary, primary and secondary education statistics in brief - President's Office, Regional Administration and Local Government (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P6JZQ3I 2405685:G4RMGCYT

Pre Primary One Curriculum Designs - Kenya Institute of Curriculum Development (2017)
ISBN: 978-9966-31-712-4 KerkoCite.ItemAlsoKnownAs: 2339240:429B4H9H 2405685:SHXWMET5

Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 - World Bank (World Bank, 2017)
Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:76GTZ5AV 2405685:NLUVPU3Q

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - Ali, Rabia; Temourov, Moukim; Igarashi, Takiko (The World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZLRPUYN4 2405685:SSXVNNGU

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - World Bank (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:YFVAMIKI 2405685:GSGEB3XV

Pre-pilot findings on developing a literacy tablet - Chang, Angela; Nunez, David; Roberts, Tom; Sengeh, David; Breazeal, Cynthia (Proceedings of the 12th International Conference on Interaction Design and Children, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:IANNNRMF 2405685:SLU323AD

Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel: cas de la Guyane - Déliou, Henri-Pierre (Université René Descartes-Paris V, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:5R4QEM77 4042040:NN3PFDR9

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6
Keywords: ___working_potential_duplicate; health economics; health services research; public health; ⛔ No DOI found

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK

Practical guide to blended/remote learning and children with disabilities - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CZYK5ZJL 2405685:D5ZB5QCJ
Keywords: ⛔ No INSPIRE recid found

Practical guidance note 9: stopping school related gender based violence - European Commission (Publications Office of the European Union, 2020)
This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV).
KerkoCite.ItemAlsoKnownAs: 2339240:GTRY8AQ9 2405685:S2BEWWXE

PR122.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:5JBU64YR

PPRC-BIGD COVID-19 Livelihoods & Recovery Panel Survey - Rahman, Hossain Zillur; Matin, Dr Imran; Rahman, Atiya; Das, Dr Narayan C; Zillur, Umama; Ahmen, Md. Shakil; Hashemi, Dr Syed M; Wazed, Mohammad Abdul; Mozumder, Tanvir Ahmed; Gain, Sabrina Miti; Mohammad, Fatema; Khan, Tahsina Naz; et al. (BRAC Institute of Governance and Development (BIGD), 2021)
The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities...
KerkoCite.ItemAlsoKnownAs: 2339240:IK9VLKRP 2405685:84RHZ5EU

Power, knowledge and the politics of gender in the Global South - Medie, Peace A.; Kang, Alice J. (European Journal of Politics and Gender, 2018)
Critical feminists have argued that research on women and gender is not sufficiently 'global' in its representation of scholars and perspectives. We draw on these works to argue that the scholarship on women, gender and politics does not sufficiently consider the effects of the global order in the Global South. We propose the adoption of a 'global lens' to address this gap. We further examine the representation of South-based scholars by analysing leading women, gender and politics journals, and find that they are severely under-represented as authors. We propose steps to address this underrepresentation and to decolonise the scholarship.
KerkoCite.ItemAlsoKnownAs: 10.1332/251510818X15272520831157 2339240:UEFV7NJV 2405685:3IN84AU4
Keywords: GENDER; GLOBAL INEQUALITY; GLOBAL SOUTH; JOURNALS; POLITICAL; PUBLICATIONS; SCIENCE

Poverty and violence in Korail slum in Dhaka - Choudhoury, Zahid ul Arefin; Durrat, Fahima; Hussain, Maria; Alam, Mohammad Shaheenur; Andersen, Morten Koch (University of Dhaka Department of Peace and Conflict Studies, DIGNITY and University of Edinburgh Anthropology Department, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4WWBJ9J9 2405685:MFAXWBP9

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

Poverty and Shared Prosperity 2018 - World Bank (World Bank)
The Poverty and Shared Prosperity series provides a global audience with the latest and most accurate estimates on trends in global poverty and shared prosperity.
KerkoCite.ItemAlsoKnownAs: 2339240:BYNKG3P8 2405685:HIJPHJ43

Poverty and Equity Brief: Pakistan - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B7JZ5PAL 2405685:HWGIHZ4M

Potential benefits from sub-700 MHz spectrum in Pakistan - Miller, Tim; Jervis, Val; Burns, John; Wongsaroj, Sarongrat; Hogg, Tim (GSMA, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:JCMK2Q9D

Postgraduate Programmes September 2022 Intake - University of Malawi (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FM6Y39Y5 2405685:TRJIVM2S

Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment - Raza, Mehwish (International Association for the Development of the Information Society, 2017)
Facebook is world's leading social network, 29% of its active members represent Pakistan. This study utilized Facebook for teachers' in-service training. Thirty teachers from different parts of Pakistan took part in this training that lasted for ten weeks. The researcher tested the impact of three independent variables namely: social interactions, quality of experiences and behavior on learners' motivation (dependent variable). The hypothesis of this study propose a positive impact of independent variables on the dependent variable, the research was able to prove the hypothesis. [For the complete proceedings, see ED579190.]
Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:6KMFB2TP 2405685:5FSFA5SK
Keywords: Educational Technology; Elementary School Teachers; Elementary Schools; Foreign Countries; Handheld Devices; Hypothesis Testing; Interaction; Likert Scales; Pretests Posttests; Private Schools; Questionnaires; Social Media; Statistical Analysis; Student Motivation; Teacher Attitudes; Technology Uses in Education; Telecommunications; Training

Possibilities of using Mobile Technology to improve Early Grade Reading in Bangladesh: Towards a Practical Framework - Ahsan, Sumera; Hossain, Md; Sarwar, Sheikh (2019)
Using mobile phones can enhance literacy skills such as reading. However, the success in terms of gain in reading skill using mobile phones depends on manifold conditions and factors which are context dependent. Therefore, the process of implementation of initiative that used mobile phones for boosting literacy is worth exploring in different contexts. The aim of this research project was to capture the first impression of the stakeholders related to the mBoost project, a project that used voices and text to help teachers and parents use activities to enhance children's reading skills, immediately after its piloting. Data was collected through qualitative interview, observation, and FGDs with parents, teachers, students, and relevant Save the Children Staff. This research found that three types of factors, technical, socio-cultural, and individual end user characteristics affected the implementation process in four phases (sending, receiving, comprehending, and implementing text and voice message activities) narrowing down the targeted benefits.
KerkoCite.ItemAlsoKnownAs: 2339240:5YUYY2RL 2405685:KSGSB638

Positive disruption: health and education in a digital age - Pathways for Prosperity Commission (2019)
Positive disruption: health and education in a digital age offers guidance on how digital technologies can be used to improve the lives of people in developing countries, while keeping a careful eye on the limitations and risks of focusing solely on hardware over people and processes. Technology is not a silver bullet and history is littered with poor investments in this area. To ensure health and education services are effective, efficient and equitable, governments need to be wise with their choices.
KerkoCite.ItemAlsoKnownAs: 2339240:GGB2D6PB 2405685:BB5GTZSI

Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2020)
ZenodoArchiveID: 5652080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652080 2339240:VJNSF4EV 2339240:Z6ZIBS2B 2405685:6E2K4GGE
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

Position paper: EdTech for learners (internal working paper). - Damani, Kalifa; Francis, Gill; McIntyre, Nora; Major, Louis; Hollow, David (EdTech Hub, 2020)
ZenodoArchiveID: 5652078 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652078 2339240:FIEKAQG2 2339240:FZHSJ3WP 2405685:RAGXYQWJ
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

Portal Rasmi Jabatan Penyiaran Malaysia - Radio Televisyen Malaysia (Nama Agensi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PF745AD4 2405685:2WNYYGZQ

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

Population, total - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q6Z5SVEF 2405685:FEM79MKN

Population, total | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:C4C8XEF9 2405685:IDA67HP9

Population, total - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HXP4NC9X 2405685:FY2PMI2Y

Population of Cities in Vietnam 2024 - World Population Review
KerkoCite.ItemAlsoKnownAs: 2339240:77W88CI5 2405685:MRXFBC69

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

Population growth (annual %) - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8KHUQBA8 2405685:R6CMAJQN

Population growth (annual %) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:56YJRP9F 2405685:GTPKXNXJ

Population by Country - Worldometer (World Population Review, 2021)
List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population.
KerkoCite.ItemAlsoKnownAs: 2339240:SI7BVSX4 2405685:A3INEC8H

Population and Housing Census 2022 - Timor-Leste National Institute of Statistics (2023)
The Population and Housing Census 2022 is the fourth census to be conducted since independence in 2002 and the first-ever digital census for Timor-Leste. The Timor-Leste National Institute of Statistics (INETL), formerly the General Directorate of Statistics, implemented the Population and Housing Census 2022 under the slogan ‘Our census, our future be part of it’.
KerkoCite.ItemAlsoKnownAs: 2339240:A44MDJQ4 2405685:E8JA424L

Population and Housing Census - National Institute of Statistics Rwanda
EdTechHub.ItemAlsoKnownAs: 2405685:L4Z8A6KM

Population ages 15-64 (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2JJF4R 2405685:5NXMIQQ7

Population ages 0-14 (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QGQ9PZAD 2339240:R4T4RZYH 2405685:6VPIRD86 2405685:BS9S34JU

Popular Slides on CBC - Kenya Institute of Curriculum Development
KerkoCite.ItemAlsoKnownAs: 2339240:DIVFCVQW 2405685:4YCUQLA3

Politique sectorielle: Faire du Togo un hub de services et un centre international d’innovation et de compétence digitale - Ministère de l'Economie et des Finances (Ministère de l'Economie et des Finances)
Faire du Togo un hub de services et un centre international d’innovation et de compétence digitale Les technologies de l’information et de la communication (TIC) sont aujourd’hui omniprésentes dans tous les secteurs de l’économie. Partout dans le monde, on assiste à une transformation profonde dans la manière dont ces technologies impactent les rapports humains et […]
KerkoCite.ItemAlsoKnownAs: 2339240:ZDYLQ4JX 2405685:9QIGDLD8

Politique Sectorielle de L'Education du Burkina Faso (PSE/BF) 2014-2023 - Government of Burkina Faso (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X8HWKSWU 2405685:4YWR3TP2

Politique nationale des technologies de l'information et de la communication - European Commission; Programme des Nations Unies pour le Développement; Nations Unies. Commission économique pour l'Afrique; République de Mali (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:LGTRTQIU 2405685:H2ICSGYA

Politique Nationale de la Science, de la Technologie et de l’innovation - Ministère de la Recherche scientifique (Republic of Mali, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:H75C2GCL 2405685:7VZLUSFF

Political system - Government of the Socialist Republic of Vietnam
Political system
KerkoCite.ItemAlsoKnownAs: 2339240:L2Z5PKEJ 2405685:IDSBDJAM

Political System - Government of Timor-Leste
KerkoCite.ItemAlsoKnownAs: 2339240:T9TNY2SK 2405685:I8DLUHMJ

Political science research methods - Johnson, Janet Buttolph; Reynolds, H. T.; Mycoff, Jason D. (CQ Press, 2015)
Understand the "how" and the "why" behind research in political science. Step by step, Political Science Research Methods walks students through the logic of research design, carefully explaining how researchers choose which method to employ. The Eighth Edition of this trusted resource offers a greater emphasis on the ways in which particular methods are used by undergraduates, expanded coverage of the role of the Internet in research and analysis, and more international examples. Practice makes perfect. In the new fourth edition of the accompanying workbook, Working with Political Science Research Methods, students are given the perfect opportunity to practice each of the methods presented in the core text. This helpful supplement breaks each aspect of the research process into manageable parts and features new exercises and updated data sets. A solutions manual with answers to the workbook is available to adopters.
KerkoCite.ItemAlsoKnownAs: 2339240:PT9SZ4RD 2405685:SLMGVDCW

Political Economy Analysis ’How to Note’ - DFID (DFID, 2009)
In 2008-9, POGO members teamed up with staff of The Policy Practice to contribute ideas and draft text to the DFID team preparing a ‘How To Note’ on Political Economy Analysis.
KerkoCite.ItemAlsoKnownAs: 2339240:U9SDZJID 2405685:UEGBUW57

Political economy analyses in countries in Eastern and Southern Africa: Case study – Tanzania mainland political economy analysis - UNICEF
KerkoCite.ItemAlsoKnownAs: 2339240:DXAG8UUU 2405685:8UYDT6AC

Policy Strategy on Information and Communication Technology (ICT) in Education - Ministry of Education, Youth and Sports, Royal Government of Cambodia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:28UJ2SED 2405685:ZRVYXDB9

Policy Report on UNHCR’s Community Technology Access Program: Best Practices and Lessons Learned - Anderson, Jessica (Refuge: Canada's Journal on Refugees, 2013)
This report gives an overview of UNHCR’s Community Technology Access (CTA) program, which aims to improve education and livelihood opportunities for displaced populations via technology. Th e paper analyzes the key findings of a comprehensive external evaluation of the program conducted in 2012. According to the evaluation, the areas of greatest positive impact for people of concern were in the enjoyment of basic rights to freedom of expression and information, in building relationships with the host community, and social networking. However, access to technology alone is not sufficient to achieve the goals of quality education and self-reliance. Therefore, the evaluation recommends developing strategic, contextualized education and livelihood content and tools in order to achieve the desired goals of learning, skills, and access to employment, as well as a reassessment of CTAs’ potential for operational and fiscal autonomy in different countries.
Number: 1 shortDOI: 10/gg26fc KerkoCite.ItemAlsoKnownAs: 10/gg26fc 2339240:ZNJSLVXD 2405685:BTCH5KTC
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_pedagogies and modalities

Policy Paper on Punjab Provincial Finance Commission (PFC) Award - CPDI (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:PWFFNEVU 2405685:U3BPCIUJ 4656463:JVRVIG8W 5055029:VFWN9VV3

Policy on Information and Communication Technology in Education and Training | Ministry of Education - Kenya - Republic of Kenya Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SAZ7AWKZ 2405685:X8LUX9DH

Policy on Inclusive Education 2018 - Ministry of Education, Youth and Sports, Royal Government of Cambodia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XNRGEPVG 2405685:TEFZGWJA

Policy on Higher Education Vision 2030 - Ministry of Education, Youth and Sports, Royal Government of Cambodia (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:8XS6ZQ8M 2405685:3NV2H58C

Policy networks - Knoke, David (The SAGE handbook of social network analysis, 2011)
Publisher: SAGE Publications London zotzenLib.CopiedFrom: 2339240:JDR9V7Q2 KerkoCite.ItemAlsoKnownAs: 2339240:JDR9V7Q2 2405685:NKIBXR8B
Keywords: ⛔ No DOI found

Policy-making as discourse: a review of recent knowledge-to-policy literature - Jones, Harry (Overseas Development Institute, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:ETMVZP8E 2405685:85MXGEIF

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

Policy interventions for attraction and retention of female teachers in rural secondary schools - Kamere, Isabela M.; Makatiani, M. I.; Nzau, Arthur Kalanza (Msingi Journal, 2019)
The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful insights and offer suggestions on how the implementation of these policies could be improved.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.103 2339240:LPDCWUDG 2405685:RTKRV2ZQ
Keywords: Attraction; female teachers; retention

Policy Guidelines on School Approvals - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ABRJGSC5 2405685:WMH7EW6P

Policy Entrepreneurship for Poverty Reduction - Maxwell, Simon; Court, Julius (PRACTICAL ACTION PUBLISHING, 2006)
Pages: 1-160 KerkoCite.ItemAlsoKnownAs: 10.3362/9781780445632 2339240:HTYCQ2TU 2405685:F6IAFHD3

Policy Coherence in the Application of ICTs for Education - PwC (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHCMFJ8L 2405685:PUJTD7DD

Policy Brief: The Impact of COVID-19 on children - UN (UN, 2020)
Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers.
KerkoCite.ItemAlsoKnownAs: 2405685:UPGIPYDS 2534379:GC692F5N

Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8

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

Policy brief: Education during COVID-19 and beyond - UN (United Nations, 2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:9PDCVQXN 2405685:L6KY3B3W

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ

Policy Brief: A Disability Inclusive Response to COVID-19 - United Nations Sustainable Development Group (UNSDG) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NS8FWH6T 2405685:EGXHBS2D
Keywords: ⛔ No INSPIRE recid found

Policy and practice on language of instruction in Ethiopian school: findings from the Young Lives school survey - Vujcich, Daniel (Young Lives, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:KY64TSCW 2405685:EW67EJNZ
Keywords: Ethiopia; Language; Native language and education; Teachers; Teaching

Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms - van de Kuilen, Hester S.; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas (International Journal of Educational Development, 2019)
This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.03.004 2405685:Y8VHDCAP
Keywords: Competence-based education; Curriculum reform; Education policy transfer; Learner-centred pedagogy; Policy adoption; Rwanda

Policies, performance and panaceas: The role of international large-scale assessments in developing countries - Lockheed, M.E. (Compare: A Journal of Comparative and International Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:Q9XH5JKL 2405685:2CZ3PBXV
Keywords: ⛔ No DOI found

Policies and Guidelines - National Commission for Science and Technology (2002)
KerkoCite.ItemAlsoKnownAs: 2339240:45Q8MEPH 2405685:I6EUELAB

Pocket Book on Bangladesh Education Statistics 2017 - BANBEIS (Bangladesh Bureau of Education Information and Statistics, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHXMREZX 2405685:7BICVCRT

PNAE (National School Feeding Program) and its events of expansive learnings at municipal level - da Silva, Eliane Alves; Pedrozo, Eugenio Avila; da Silva, Tania Nunes (World, 2022)
The National School Feeding Program (PNAE for its acronym in Portuguese) is one of the largest food policies in the world, partially covering the daily needs of 44 billion students per year. In 2009, Law No. 11,947 established that at least 30% of the total financial transfer of PNAE was used in the purchase of foodstuff directly from family farming in the left-wing government of Lula. In practice, the rules allow public policy managers to choose between bidding or public call, provision by large agribusiness companies or by family farmers, and this is practiced in idiosyncratic ways by 5568 Brazilian municipalities. Each municipality organizes its own system. Therefore, the aim of this article is to analyze how the evolution of Law No. 11,947 promotes expansive learning in the Brazilian National School Feeding Program (NSFP-PNAE), located in the Western Amazon. As a theoretical framework, the Cultural–Historical Activity Theory (CHAT) and the Theory of Expansive Learning (TEL) were used. Qualitative research in an abductive reasoning was carried out, using a single and incorporated case study as its strategy. The study included 21 interviews, later analyzed by Content Analysis. The main contribution is the advance in solutions for societal needs, in terms of continuous collective collaboration, creating expansive learning, transformative or not, in both sides of productive systems and consumption, integrating family farmers and students by a healthy nutrition and feeding in the same system since 2009.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/world3010005 2339240:X674J4E9 2405685:LT8AAR4L 4656463:3H43DRNL
Keywords: NSFP-PNAE; expansive learning; nutritional and feeding program