What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

An Introduction to Systematic Reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:5P6DHX2K 2405685:B4KR3X7L

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)
00104 shortDOI: 10/bg5pkx KerkoCite.ItemAlsoKnownAs: 10/bg5pkx 2129771:53P6FBBJ 2405685:NPI8PJK8

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

What’s most broken? A tool to assist data-driven iterative improvement of an intelligent tutoring system - Goswami, Mononito; Mian, Shiven; Mostow, Jack (Proceedings of the AAAI Conference on Artificial Intelligence, 2019)
Number: 01 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019941 2339240:3SW7MPDM 2405685:YURLY5VP

Dialogue: A theoretical framework for distance education instructional systems - Gorsky, Paul; Caspi, Avner (British Journal of Educational Technology, 2005)
This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2005.00448.x 2339240:27S2643G 2405685:5GYDXVTM

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR
Keywords: auto_merged

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR

Mixing methods is wrong: An everyday approach to educational justice - Gorard, Stephen (British Educational Research Association. London, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:EG4DLTVC
Keywords: ⛔ No DOI found

Apping and resilience: How smartphones help Syrian refugees in Lebanon negotiate the precarity of displacement - Göransson, Markus (Clingendael Netherlands Institute of International Relations, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XWGZ2UPM 2405685:U9DIK4S6

Future Press Release - Google (Design Sprints with Google, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UR6N3MU9 2405685:WY7I3VD2

Google Image best practices - Search Console Help - Google
EdTechHub.ItemAlsoKnownAs: 2405685:G55AP7FW

Google Images - Google
EdTechHub.ItemAlsoKnownAs: 2405685:HG4E5AME

Mobile-Friendly Test – Google Search Console - Google
KerkoCite.ItemAlsoKnownAs: 2339240:U3ACNITC 2405685:KJ54W5N7

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

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 2405685:LV4CLWTE

Permutation, Parametric, and Bootstrap Test of Hypotheses - Good, Philip (Springer, 2005)
KerkoCite.ItemAlsoKnownAs: 2339240:BMV9KRN9 2405685:SNJRQC27

Will COVID-19 help to clarify ICT integration into education in Malawi? - Gondwe, Foster (The Education and Development Forum (UKFIET), 2020)
This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan. Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]
KerkoCite.ItemAlsoKnownAs: 2339240:J8AT3YEK 2405685:JKDJKT9J

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.
KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7
Keywords: Alternative Teacher Certification; Beginning Teachers; Communicable Diseases; Disease Control; Educational Technology; Elementary Secondary Education; Faculty Development; Problem Based Learning; Problem Solving; Puzzles; Technology Uses in Education; ⛔ No DOI found

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

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.
KerkoCite.ItemAlsoKnownAs: 10.31704/ijocis.2021.002 2339240:MBVV772A 2405685:FC827Z2K

The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing - Goker, Hanife; Ozaydin, Latife; Tekedere, Hakan (EURASIA Journal of Mathematics, Science & Technology Education, 2016)
Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.
KerkoCite.ItemAlsoKnownAs: 10.12973/eurasia.2016.1207a 2339240:LS7NEM49 2405685:CW2LUTWC

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2339240:EF8DNMCK 2405685:B5B67FPC 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

Learning and working in the digital age: Advancing opportunities and identifying the risks - Goger, Annelies; Parco, Allyson; Vegas, Emiliana (Brookings, 2022)
Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.
KerkoCite.ItemAlsoKnownAs: 2339240:BECTE3UC 2405685:6ZIX3DVL

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

The effects of TV on speech education - Gocen, Gokcen; Okur, Alpaslan (Educational Research and Reviews, 2013)
Generally, the speaking aspect is not properly debated when discussing the positive and negative effects of television (TV), especially on children. So, to highlight this point, this study was first initialized by asking the question: "What are the effects of TV on speech?" and secondly, to transform the effects that TV has on speech in a utilizable manner, "How can we utilize TV in speech education?". The required data were collected through a survey with the middle school students involved in the sample. Students who argued that TV "does not" corrupt their speech are in the opinion that they imitate how people speak on TV and think that figures they see on TV actually speak well, teaching them how to speak well also, and that TV expands their vocabulary, helping them to express themselves more easily. According to this result, "TV language" should set an example for that matter. (Contains 7 tables.)
Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2339240:5CCTPXEY 2405685:2T5B8FSB
Keywords: Articulation (Speech); Foreign Countries; Mass Media Effects; Mass Media Role; Middle School Students; Middle Schools; Speech Communication; Speech Habits; Speech Skills; Teacher Attitudes; Television; Television Research; Television Viewing; ⛔ No DOI found

Optical Needs of Students with Low Vision in Integrated Schools of Nepal - Gnyawali, Subodh; Shrestha, Jyoti Baba; Bhattarai, Dipesh; Upadhyay, Madan (Optometry and Vision Science, 2012)
Purpose To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0b013e3182772f3c 2339240:FB9RDDK4 2405685:ELQBAZZ6

gnu.org - GNU
KerkoCite.ItemAlsoKnownAs: 2405685:Y78NE354

Ghana Living Standard Survey - GLSS (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NESIRGQA 2405685:35KGE7PQ
Keywords: Adrenal Medulla; Aging; Animals; Animals; Newborn; Body Weight; Catecholamines; Dopamine beta-Hydroxylase; Epinephrine; Female; Humans; In Vitro Techniques; Maternal-Fetal Exchange; Metaraminol; Morphine; Morphine Dependence; Pregnancy; Rats; Tyrosine 3-Monooxygenase

Complicated and complex systems: what would successful reform of Medicare look like? - Glouberman, Sholom; Zimmerman, Brenda (Romanow Papers, 2002)
Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 2339240:HM693WEP 2405685:K9DGRHCI
Keywords: ⛔ No DOI found

Influence of mobile learning training on pre-service social studies teachers' technology and mobile phone self-efficacies - Gloria, Adedoja; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2405685:2B3XKEGJ 2405685:MNN95GGK 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR
Keywords: Age Differences; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Questionnaires; Self Efficacy; Social Studies; Student Teacher Attitudes; Technological Literacy; Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6
Keywords: C:Low- and middle-income countries

Inclusive data charter - Global Partnership for Sustainable Development Data (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JR7S3TSD 2405685:2LBXPGMA

3 examples of mother tongue education to improve learning | Blog | Global Partnership for Education - Global Partnership for Education (Education for All blog, 2019)
GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.
KerkoCite.ItemAlsoKnownAs: 2339240:BDTJKNV3 2405685:NKEBMREJ

Application and program document for COVID-19 accelerated funding for Kenya - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AGYR5NT4 2405685:L3FWL7A2

Cover Note for COVID-19 Accelerated Funding Request - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6J3QVH7N 2405685:76CTU2H2

Cover note for COVID-19 accelerated funding request - Global Partnership for Education (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SC59K4ZJ 2405685:WBAZV7WY

Education in Madagascar - Global Partnership for Education (2020)
See education data for Madagascar and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:R6YB53TI 2405685:ZZXJ6FCV

Education in Pakistan - Global Partnership for Education (Global Partnership for Education, 2021)
See education data for Pakistan and learn about GPE programs, grants, results and progress.
KerkoCite.ItemAlsoKnownAs: 2339240:ZEWKSVKM 2405685:DXUGPUV7

Education in Tanzania - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KJIAJ4F2 2405685:N4Z4I5X6

Education in Tanzania - Global Partnership for Education (Global Partnership for Education website, 2021)
See education data for Tanzania and learn about GPE programs, grants, results and progress.
KerkoCite.ItemAlsoKnownAs: 2339240:4K7E29Y5 2405685:EFXBWES9

Education in Yemen - Global Partnership for Education (2020)
See education data for Yemen and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:26KW8YWN 2405685:FBLWX9MK 4803016:BZ2NFKYX

Ghana COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X4EJC59Z 2405685:7DBZ64LJ

Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K2UK6QF4 2405685:XTNVEKFL

Global Partnership for Education launches new public-private initiative to address the data challenge in global education - Global Partnership for Education (Global Partnership for Education, 2018)
In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.
KerkoCite.ItemAlsoKnownAs: 2339240:TKZR8775 2405685:P6NCTW32

Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R

Kenya Partnership Compact. 2021 | Documents | Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZEUP59V 2405685:FABDEDV3

Pakistan (Balochistan): Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:X8TQADM6 2405685:8C795EZ9

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

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

Senegal - Global Partnership for Education
KerkoCite.ItemAlsoKnownAs: 2339240:PJQUD9F9 2405685:Q5R45MCK

Sierra Leone: The power of great teaching in times of crisis | Stories of change - Global Partnership for Education
The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit.
KerkoCite.ItemAlsoKnownAs: 2339240:FF2WVB22 2405685:5IUL2ZH8

Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CV6J6IEN 2405685:Q6H4DRVL

Zambia COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8

Accelerated recovery: Improving outcomes with blended learning - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2AF98WJ2

School re-openings and policies for resilient education, post covid-19 - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF

KYTABU - Global Innovation Exchange (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY

Regional Communications Infrastructure Program (RCIP) Malawi - Global Infrastructure Hub (2021)
Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.
KerkoCite.ItemAlsoKnownAs: 2339240:N5IPDHHZ 2405685:U3PJDBD6

Teaching at the right level: from concern with exclusion to challenges of implementation - Global Education Monitoring Report Team; Pratham Resource Centre (India) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ

Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4 - UNESCO Digital Library - Global Education Monitoring Report Team (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX

Education finance watch 2022 - Global Education Monitoring Report Team (UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PWKV3B4G 2405685:8UXEKWK5

Education for people and planet: creating sustainable futures for all - Global Education Monitoring Report Team (2016)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5521479 10.5281/zenodo.5521482 10.5281/zenodo.5521636 2339240:QA9TDYJ2 2405685:4I9G4MUN 2405685:BTUXGINQ 2405685:KUZZEJM7 2405685:M8II5D5S
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Global education monitoring report, 2023: technology in education: a tool on whose terms? - Global Education Monitoring Report Team
UNESCO Digital Library
KerkoCite.ItemAlsoKnownAs: 2339240:E8ZGUYFI 2405685:4RSN6K3Q

Accountability in education: meeting our commitments - Global Education Monitoring Report (UNESCO, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LX3XZ45L 2405685:AYVKJDAA

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - Global Education Monitoring Report (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL

#HerEducationOurFuture: keeping girls in the picture during and after the COVID-19 crisis;the latest facts on gender equality in education - Global Education Monitoring Report (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW

Cost Effective Approaches to Improve Global Learning: What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle Income Countries - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IL3G2LER 2405685:LX2STYUZ

Cost Effective Approaches to Improve Global Learning What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle-Income Countries - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ

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

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

EdTech supporting sex education for students in Malawi Global EdTech - Global EdTech (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QTMLVWGG 2405685:ICAKNQAC

Student teacher ratio, primary school in Africa - Global Economy (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LF7527RK 2405685:CIPJ3D8F

About – Global Digital Library - Global Digital Library
Library Catalog: home.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2339240:ZZLSX7TW 2405685:VHI4ZC57

Home - Global Digital Library - - Global Digital Library
KerkoCite.ItemAlsoKnownAs: 2339240:6VPG5HZV 2405685:JAIUGEUM

Launching sign languages on the Global Digital Library - Global Digital Library (Global Digital Library, 2020)
Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X

Launching sign languages on the Global Digital Library – Global Digital Library - Global Digital Library (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P

Human Development Indices - Global Data Lab
KerkoCite.ItemAlsoKnownAs: 2339240:JC36BL8D 2405685:VAN8JHHB

Education Under Attack 2020 - Global Coalition to Prevent Education from Attack (GCPEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL

Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis - Global Business Coalition for Education (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HBG9FT6H 2405685:VQS75XIN

Global Book Alliance - Global Book Alliance (Global Book Alliance)
Library Catalog: www.globalbookalliance.org KerkoCite.ItemAlsoKnownAs: 2339240:3X48ECTJ 2405685:YLLL7HRK

Improving education outcomes in developing countries: Evidence, knowledge gaps, and policy implications - Glewwe, Paul; Muralidharan, Karthik (Handbook of the Economics of Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:HBFU2UXC 2405685:NT8NMCST

Improving School Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications - Glewwe, Paul; Muralidharan, Karthik (Oxford Policy Management, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:D9N4M5M3 2405685:EX5TJALL

Many Children Left Behind? Textbooks and Test Scores in Kenya - Glewwe, Paul; Kremer, Michael; Moulin, Sylvie (American Economic Journal: Applied Economics, 2009)
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)
shortDOI: 10/drw8rs KerkoCite.ItemAlsoKnownAs: 10.1257/app.1.1.112 10/drw8rs 2339240:AZL4A6J7 2405685:KTGQM3Y3

School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. - Glewwe, Paul; Hanuschek, Eric A.; Humpage, Sarah; Ravina, Renato (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:QFEGIQ7A 2405685:VQ8JWAT9

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, Paul W.; Hanushek, Eric A.; Humpage, Sarah D.; Ravina, Renato (National Bureau of Economic Research, 2011)
Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students' years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 "high quality" studies. Finally, results are also shown separately for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially when the evidence is limited to the "high quality" studies. The few variables that do have significant effects - e.g. availability of desks, teacher knowledge of the subjects they teach, and teacher absence - are not particularly surprising and thus provide little guidance for future policies and programs.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w17554 2339240:P9BUQZZG 2405685:BWJZZECA 4656463:ZREMRIUZ

Strategies for supporting inclusive innovation: insights from South-East Asia - Glennie, Alex; Stanley, Isaac; Ollard, Juliet; Klingler-Vidra, Robyn (2020)
This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.
KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI

Curriculum Leadership - Glatthorn, A; Boschee, F; Whitehead, B; Boschee, B (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QDYREIE8 2405685:MK6VHNE4

Effect of re-entry policy implementation on readmitted girls’ academic performance in mathematics in selected secondary schools of Mufulira District in Zambia - Gladys, Nsalamba; Alex, Simpande (International Journal of Data Science and Analysis, 2019)
Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools.
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijdsa.20190505.11 2339240:4IEBB4NH 2405685:B89SQIGF

Cooperation Management for Practitioners Managing Social Change With Capacity Works. - GIZ (Gabler, 2015)
OCLC: 893897509 KerkoCite.ItemAlsoKnownAs: 2281034:96YVCMD4 2339240:G2IY97SJ 2405685:KPJ7AUXJ 2447227:X7L5UCIQ

Evaluation of the application of mobile phone technology in teaching and learning: A case study of Kamwenja Teacher' college, Nyeri County, Kenya. - Gitome, Mwangi Joseph (Mount Kenya University, 2015)
This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning.
Accepted: 2016-04-04T13:40:40Z KerkoCite.ItemAlsoKnownAs: 2339240:FXSLMRTK 2405685:6TXKF9WF

learningequality/sushi-chef-ubongokids - GitHub (GitHub)
Contribute to learningequality/sushi-chef-ubongokids development by creating an account on GitHub.
KerkoCite.ItemAlsoKnownAs: 2405685:RF3TIZAX

open-learning-exchange/planet - GitHub (GitHub)
🌍 Planet Learning - Angular application. Contribute to open-learning-exchange/planet development by creating an account on GitHub.
EdTechHub.ItemAlsoKnownAs: 2405685:69F5ZELC

XPRIZE/GLEXP-Team-onebillion - GitHub (GitHub)
onecourse: one app that delivers reading, writing and numeracy. Built by non-profit onebillion. - XPRIZE/GLEXP-Team-onebillion
KerkoCite.ItemAlsoKnownAs: 2405685:695GTRIY

State releases rules on learner capitation grants, school funds - Githinji, Irene (People Daily, 2021)
One of the policy goals is to enhance access and disbursement of learner capitation grants and other school funds to all public schools.
KerkoCite.ItemAlsoKnownAs: 2339240:DRAWWYNI 2405685:KPF3QK8G 4656463:5ZEV3KM2

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:WSGBF8GV 2405685:IV8KDKWV

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers - Girls' Education Challenge; Fund Manager; EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:58CZ6GI8 2405685:ATJRX6DV

Country Briefing: Nepal - Girls' Education Challenge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L8CW5FFU 2405685:9AZIITFL

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

Thematic review: Educational technology - Girls Education Challenge (Department for International Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NA8KXCUL 2405685:THTBI2F2

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

TEGA - Girl Effect (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:IVYR2NPT 2405685:LVC9B29M

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, R. (University of Cambridge, Cambridge, UK., 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ

Digital Learning Solutions | Digital Learning For Every Child - Giraldo, Juan Pablo; Tungatarova, Auken; Cooper, Rachel (EdTech Hub, 2021)
UNICEF and EdTech Hub are partnering together to improve learning outcomes through effective uses of EdTech and digital learning. Read this guest post from UNICEF team members which focuses on the first pillar of UNICEF’s Reimagine Education initiative, world-class digital learning solutions.
KerkoCite.ItemAlsoKnownAs: 2339240:CF8CHKIM 2405685:9WZQKU59

Back to school in Democratic Republic of Congo after COVID-19 state of emergency ends - Ging, John Paul (Africanews, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3PIX8Z3 2405685:SS2RP5GY

White Space, the next internet disruption: 10 things to know - Gilpin, Lyndsey (TechRepublic, 2014)
Library Catalog: www.techrepublic.com KerkoCite.ItemAlsoKnownAs: 2405685:BRHSZUJB

Much ado about nothing? Zero-rating in the African content - Gillwald, Alison; Chair, Chenai; Futter, Ariel; Koranteng, Kweku; Odufuwa, Fola; Walubengo, John (Research ICT Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY

The challenges of online learning: supporting and engaging the isolated learner - Gillett-Swan, Jenna (Journal of Learning Design, 2017)
Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.
KerkoCite.ItemAlsoKnownAs: 10.5204/jld.v9i3.293 10/ggsdcx 2339240:IWU6RRHL 2405685:CZP733LL

Website offers fake degrees for £165 - Gillan, Audrey (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:CTSKN58F 2405685:J6JC736K

Reimagining accountability in K–12 education - Gill, Brian P.; Lerner, Jennifer S.; Meosky, Paul (Behavioral Science & Policy, 2016)
Since the passage of the No Child Left Behind Act (NCLB) in 2002, American policymakers have relied primarily on outcome-based accountability in the form of high-stakes testing to improve public school performance. With NCLB supplanted in 2015 by the Every Student Succeeds Act—which gives states far greater discretion in the design of accountability systems—the time is ripe for policymakers to consider extensive behavioral science literature that shows outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms. We review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. We conclude that policymakers should (a) make greater use of professional accountability, which has historically been underutilized in education; (b) use transparency to promote professional accountability; and (c) use multiple, complementary forms of accountability, creating a complete system that encourages and supports the continuous improvement of educational practice.
KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2016.0007 2339240:74EHK2GG 2339240:HXPBR7K9 2405685:26F46SAH 2405685:89CB97ST 2405685:DSNUX997 2534379:VZZ2GY2R
Keywords: ___working_potential_duplicate

Using Transparency To Create Accountability When School Buildings Are Closed and Tests Are Canceled - Gill, Brian P. (Education Next, 2020)
The districts and schools most likely to succeed in remote education will be those that provide a substantial amount of synchronous instruction and live student–teacher interaction.
KerkoCite.ItemAlsoKnownAs: 2339240:ME43WAC2 2339240:YURXIPXY 2405685:2FD3WL6X 2405685:4X7QELUY 2405685:NYL6ZX2M 2534379:6V2M44BC

Kyrgyzstan - Giga
KerkoCite.ItemAlsoKnownAs: 2339240:3EUXX798 2405685:NCR64Z6X

Technology acceptance in an academic context: Faculty acceptance of online education - Gibson, Shanan G.; Harris, Michael L.; Colaric, Susan M. (Journal of Education for Business, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.3200/JOEB.83.6.355-359 2339240:5NK4IDFV 2405685:B4RIUAAK

The ecological approach to visual perception - Gibson, J.J. (Houghton Mifflin, 1979)
KerkoCite.ItemAlsoKnownAs: 2339240:44W78I63 2405685:BUWGNJ7V

Complexity leadership theory:: a framework for leading in Australian early childhood education settings - Gibbs, Leanne; Press, Frances; Wong, Sandie (Leadership in Early Education in Times of Change, 2019)
This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can
KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctvmd84fc.16 2339240:QSK8QXYM 2405685:EVWY4XH8

Reopening schools: When, where and how? - Giannini, Stefania; Jenkins, Robert; Saavedra, Jaime (World Bank Blogs, 2020)
Reopening schools: When, where and how?
KerkoCite.ItemAlsoKnownAs: 2339240:E7YU247I 2405685:9XL329TR

Covid-19 school closures around the world will hit girls hardest - Giannini, Stefania; Albrectsen, Anne-Birgitte (UNESCO, 2020)
As COVID-19 forces school closures in 185 countries, Plan International and UNESCO warn of the potential for increased drop-out rates which will disproportionately affect adolescent girls, further entrench gender gaps in education and lead to increased risk of sexual exploitation, early pregnancy and early and forced marriage.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:WGZJE7WH 2405685:JVK53ZBM WGZJE7WH

Build back better: Education must change after COVID-19 to meet the climate crisis - Giannini, Stefania (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:739QHSM9 2405685:RHV7HDYM

Distance Learning Denied - Giannini, Stefania (World Education Blog, 2020)
Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…
Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2339240:5W4JTQJ5 2405685:TMWR4P99

Ghana to get a Digital Strategy Policy soon - GhanaWeb (2018)
Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy.
Library Catalog: www.ghanaweb.com EdTechHub.ItemAlsoKnownAs: 2405685:BWVWMR4V

Ghana Multiple Indicator Cluster Survery 2017/2018 - Ghana Statistical Survey & UNICEF (2018)
The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments.
KerkoCite.ItemAlsoKnownAs: 2339240:SGN2Z4NH 2339240:TA8SP5N7 2405685:65AVJUKD 2405685:65LG7X5H 2405685:JV6UZAGF

Ghana Living Standards Survey: Round 6 (GLSS6) - Ghana Statistical Service (2014)
EdTechHub.ItemAlsoKnownAs: 2405685:YI5IIQT5

Minister for Education, US Ambassador launch Ghana Learning Radio Reading Program - Ghana Ministry of Education (Ghana Ministry of Education, 2020)
The Minister for Education, Dr. Matthew Opoku Prempeh, together with the U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […]
KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8

Worldreader Tablets Have Revamped Reading in Libraries. - Ghana Library Authority
EdTechHub.ItemAlsoKnownAs: 2405685:BATS7FN8

COVID-19 Coordinated Education Response Plan for Ghana - Ghana Education Services (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QG5XKF5H

Ghana Learning TV May Timetable from KG to SHS - Ghana Education Service (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:BI9B8E5B

Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? - Ghamrawi, Norma (Education and Information Technologies, 2022)
The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10857-w 2339240:T2DN66UF 2405685:DJ4PZFW8
Keywords: Covid-19 pandemic; Crisis education; Professional development; Remote education; Social networking; Virtual communities of practice

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)
00003 shortDOI: 10/bdxm23 KerkoCite.ItemAlsoKnownAs: 10/bdxm23 2129771:EXL76G2Z 2405685:7HK9ASB7

Learning Losses in Pakistan Due to COVID-19 School Closures - Geven, Koen; Hasan, Amer (World Bank, Washington, DC, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB

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

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
EdTechHub.Copy: 2129771:XWT48UG5 shortDOI: 10/ggd8hp KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 10/ggd8hp 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Lessons from Girls’ Education South Sudan (GESS) - GESS (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL

Empowering Parents to Improve Education: Evidence from Rural Mexico - Gertler, Paul; Patrinos, Harry; Rubio-Codina, Marta (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:SEBXC6F6 2405685:K6YBLQ64
Keywords: ❓ Multiple DOI

The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test - Gerstadt, Cherie L.; Hong, Yoon Joo; Diamond, Adele (Cognition, 1994)
One hundred and sixty children 312–7 years of age (10M, 10F at each 6-month interval) were tested on a task that requires inhibitory control of action plus learning and remembering two rules. They were asked to say “day” whenever a black card with the moon and stars appeared and to say “night” when shown a white card with a bright sun. Children <5 years had great difficulty. They started out performing well, but could not sustain this over the course of the 16-trial session. Response latency decreased from 312 to 412 years. Children <412 years performed well when they took very long to respond. To test whether the requirement to learn and remember two rules alone was sufficient to cause children difficulty, 80 children 312–5 years old were tested on a control version of the task (“say ‘day’ to one abstract design and ‘night’ to another”). Even the youngest children performed at a high level. We conclude that the requirement to learn and remember two rules is not in itself sufficient to account for the poor performance of the younger children in the experimental condition.
shortDOI: 10/bzvbzx KerkoCite.ItemAlsoKnownAs: 10.1016/0010-0277(94)90068-x 10/bzvbzx 2339240:9ACAP6LY 2405685:QX9S7U85

e-modul: Gerbang Kurikulum - Gerbang Kurikulum (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9JLQGZ47 2405685:XU2ECZNW

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

GeoGebra | Free Math Apps - used by over 100 Million Students & Teachers Worldwide - GeoGebra (GeoGebra)
Get our free online math tools for graphing, geometry, 3D, and more!
KerkoCite.ItemAlsoKnownAs: 2405685:ZBF3WBEE

Making Vision 2041 a Reality: Perspective Plan of Bangladesh 2021-2041 - General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8H6NIQ8 2405685:KJM92W3X

Mobile Data Plans in Kenya. Quantifying Women's Access to the Digital World - Gemeda, B.T.; Thakur, D. (Alliance for Affordable Internet, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HRY4VJMC 2405685:KMJJPPRF

Global education monitoring report 2020: gender report, A new generation: 25 years of efforts for gender equality in education - GEM (UNESCO Digital Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H

Broadband Networks in the Middle East and North Africa: Accelerating High-Speed Internet Access - Gelvanovska, Natalija; Rogy, Michel; Rossotto, Carlo Maria (Directions in Development - Information and Communication Technologies, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0112-9 2339240:83N2BEGY 2405685:8YWUEN9R

"A new beginning" Children, primary schools and social change in post-conflict Preah Vihear Province Cambodia - Geeves, Richard; Eng, Kim Ly; Lorn, Sa; Borrmei, Lon; Saran, Sok (Save the Children, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:QKDQ5FLL

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

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

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

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

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

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

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

Gender differences in computer and information literacy: An in-depth analysis of data from ICILS - Gebhardt, Eveline; Thomson, Sue; Ainley, John; Hillman, Kylie (Springer Nature, 2019)
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Accepted: 2020-03-18 13:36:15 Journal Abbreviation: An In-depth Analysis of Data from ICILS KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-26203-7 2339240:WGHTZ8T5 2405685:7BDLRHWK

GDPR Definitions - GDPR (GDPR-Text.com | GDPR Text, Translation and Commentary, 2019)
For the purposes of this Regulation:...
KerkoCite.ItemAlsoKnownAs: 2339240:ERWQGLKM 2405685:VNDD6W74

General Data Protection Regulation (GDPR) – Official Legal Text - GDPR (General Data Protection Regulation (GDPR), 2016)
General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website.
KerkoCite.ItemAlsoKnownAs: 2339240:MGFPLUMM 2405685:FXJKHWRK

GDL Radio - GDL Radio (GDL Radio)
GDL Radio This Global Digital Library(GDL) radio collection is provided by USAID. The GDL is part of the Global Book Alliance - bringing books to every child in the world by 2030 Radio materials to be used in the classroom or as a podcast on your smarthpone.
Library Catalog: gdlradio.org KerkoCite.ItemAlsoKnownAs: 2339240:EZRCT4SC 2339240:NFXXBBYX 2405685:9Y5SKUYQ 2405685:HLKCJPND 4803016:TIDKTQ6D

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

Mid-term performance evaluation for the Tusome Pamoja (Let’s Read Together) activity in Tanzania - Gavin, Megan; Davis, Michelle; Komba, Immakulata; Pearson, Brenda; Laden, Jacob; Teli, Godfrey; Usika, Gerald (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPSP5FH3 2405685:42YXQJ2X

DRC’s solar revolution - GAVI (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:AIPGPP7C 2339240:VL9RM8EW 2405685:78PNQEQR 2405685:88V9YNWU 4656463:ATZF95TH

Making leakages visible: public expenditure tracking in education - Gauthier, Bernard (Global Corruption Report: Education, 2013)
The public expenditure tracking survey (PETS) is a tool that has been developed to strengthen the relationships of accountability in budgeting and service delivery by improving the quality of information on public expenditure and provider performance.
Num Pages: 7 KerkoCite.ItemAlsoKnownAs: 2339240:FSMHKCMV 2405685:P5MITX7Y 4656463:IJ7MMQMC

Working memory in children with reading disabilities - Gathercole, Susan Elizabeth; Alloway, Tracy Packiam; Willis, Catherine; Adams, Anne-Marie (Journal of Experimental Child Psychology, 2006)
This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.
shortDOI: 10/b59c23 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2005.08.003 10/b59c23 2339240:HV2K4TBE 2405685:5A7J3C4R
Keywords: IQ; Mathematics; NOTdocs.opendeved.net; Reading disabilities; Short-term memory; Working memory

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions, 2012)
00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 2405685:444DWXKB
Keywords: ⛔ No DOI found

Ceiling Effect - Garin, Olatz (Encyclopedia of Quality of Life and Well-Being Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-0753-5_296 2339240:4RMUG5W8 2405685:55YRSBRK

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

What makes professional development effective? Results from a national sample of teachers - Garet, Michael; Porter, Andrew; Desimone, Laura; Birman, Beatrice; Yoon, Kwang Suk (American Educational Research Journal - AMER EDUC RES J, 2001)
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.
KerkoCite.ItemAlsoKnownAs: 10.3102/00028312038004915 2339240:Q2BH8PXC 2405685:GTTX33QX

Bilingual Education in the 21st Century - García, Ofelia (Blackwell, 2011)
'Bilingual Education in the 21st Century' examines language and bilingualism as individual and societal phenomena, presents program types, variables, and polici
KerkoCite.ItemAlsoKnownAs: 2405685:DZ39JJ7U 4042040:9TBPMGD8

Effectiveness of targeting in social protection aimed to children: lessons for a post-2015 agenda - Garcia-Jaramillo, Sandra; Miranti, Riyana (United Nations Educational, Scientific and Cultural Organisation, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:B5QJZIR4 2405685:KBCSWZR3

COVID-19 and remote learning : Experiences of parents with children during the pandemic - Garbe, Amber; Ogurlu, Uzeyir; Logan, Nikki; Cook, Perry (American Journal of Qualitative Research, 2020)
In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.
KerkoCite.ItemAlsoKnownAs: 2405685:GYISCX83
Keywords: covid-19; pandemic; parents; remote learning; ⛔ No DOI found

Connecting the Last Mile, a Fundamental of Digital Transformation - Garba, Aminata A. (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NVSNZNY9 2405685:69ZV4LDK

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

Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations - Ganimian, Alejandro J.; Murnane, Richard J. (Review of Educational Research, 2016)
In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.
Publisher: American Educational Research Association shortDOI: 10/gftsqv KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315627499 10/gftsqv 2405685:K7UCCCJN

Improving educational outcomes in developing countries: Lessons from rigorous impact evaluations - Ganimian, Alejandro J; Murnane, Richard J (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YZ6XLAEZ 2405685:SEVDD7JB

Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. - Gambari, Isiaka Amosa; Yusuf, Mudasiru Olalere; Thomas, David Akpa (Journal of Education and Practice, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:3Y2F895S 2405685:26UT4TRL
Keywords: ⛔ No DOI found

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

Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry - Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Daramola, Florence Olutunu; James, Moses (MOJES: Malaysian Online Journal of Educational Sciences, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V4S7GQLI 2405685:HCUSVZFM
Keywords: ⛔ No DOI found

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

Cameras in the classroom: Facial recognition technology in schools - Galligan, Claire (University of Michigan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:F3637ZJ8 2405685:XVF9F5NU

Internet freedom and social media effects: democracy and citizen attitudes in Latin America - Gainous, Jason; Wagner, Kevin; Gray, Tricia (Online Information Review, 2016)
Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-11-2015-0351 2339240:5DKJPVYR 2405685:QIGFI5EV
Keywords: Digital information; Internet filtering; Latin America; Political attitudes; Social media

Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries - Gaible, Edmond; Burns, Mary (World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:HDT8VYCL

A Scoping Study: Transforming Education Through Technology - Gaible, Edmond (The Health & Education Advice & Resource Team, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:CD2E8VHE 2405685:64LZQNBS
Keywords: ⛔ No DOI found

Transforming education through technology: Second-stage report - Gaible, Edmond (The Health & Education Advice & Resource Team (HEART), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5AU4L3E3 2405685:WSUKVSRT

The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989 - Gage, Nl (Educational Researcher, 1989)
Raging during the 1980s, the Paradigm Wars resulted in the demise of objectivity-seeking quantitative research on teaching—a victim of putatively devastating attacks from anti-naturalists, interpretivists, and critical theorists. Subsequently, the interpretivists' ethnographic studies flourished, enhancing the cultural appropriateness of schooling, and critical theorists' analyses fostered the struggles for power for the poor, non-Whites, and women. Two alternative versions of the aftermath are also conceivable. Pragmatism and Popper's piecemeal social engineering offer paths toward a productive rapprochement of the paradigms, one guided by the moral obligations of educational research.
zotzenLib.CopiedFrom: 2339240:GX7C7JMN KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018007004 2339240:GX7C7JMN 2405685:GWXBEEIU

Contextual Analysis of eGranary Implementation in sub Saharan countries - Gafinowitz, Nicola (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:DFGWGXRT
Keywords: ⛔ No DOI found

Digital Library Appropriation in the Context of SubSaharan Countries: The Case of eGranary Digital Library Implementation - Gafinowitz, Nicci CL (Proceedings of the 7th Annual Symposium on Computing for Development, 2016)
shortDOI: 10/ghgn48 KerkoCite.ItemAlsoKnownAs: 10/ghgn48 2405685:E5AP7SNE

What else can your payment card do? Multifunctionality of payment modes can reduce payment transparency - Gafeeva, Rufina; Hoelzl, Erik; Roschk, Holger (Marketing Letters, 2018)
Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11002-017-9445-2 2339240:DMG9PCAU 2405685:LPYS8JCS
Keywords: Digital payment modes; Money; Multifunctionality; Payment distinctiveness; Recall error; Transparency

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

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

Time for a safe back to school in Latin America and the Caribbean - Gabriela Alvarado, Maria (Save the Children International, 2022)
The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...
KerkoCite.ItemAlsoKnownAs: 2339240:TX59R72N 2405685:M4KQ5533

A Synchronic Approach to Kinyarwanda Variation Among its Native Speakers - Gabriel, Bazimaziki (International Journal of Linguistics, Literature and Culture)
KerkoCite.ItemAlsoKnownAs: 2405685:EAHBAPVT 4042040:PF8UD72N
Keywords: ⛔ No DOI found

ICT for All: Digital Inclusion Portal development - G3ict (Buys ICT 4 All, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:VHIZ736Z

The effects of the size and weight of a mobile device on an educational game - Furió, David; González-Gancedo, Santiago; Juan, M; Seguí, Ignacio; Costa, María; et al. (Computers & Education, 2013)
00009 shortDOI: 10/f4thzj KerkoCite.ItemAlsoKnownAs: 10/f4thzj 2129771:QAJQFAG5 2405685:P7VRRX6Q

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)
00000 shortDOI: 10/f7dqjb KerkoCite.ItemAlsoKnownAs: 10/f7dqjb 2129771:6H2BPCC9 2405685:4W8AK7IT

Funda Wande - YouTube - Funda Wande (2019)
Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org
KerkoCite.ItemAlsoKnownAs: 2339240:LECWHUV3 2405685:49D5RUBG

Empowering parents and caregivers to support learning and a safe return to school - Fuller, Sarah; Brown, Jessica Katherine (UNICEF Europe and Central Asia, 2021)
Ongoing pandemic response, recovery and long-term resilience must consider parents and caregivers if we are to reach every child.
KerkoCite.ItemAlsoKnownAs: 2339240:57DMA7WU 2405685:V3FJEMU9

Transforming online teaching and learning: Towards learning design informed by information science and learning sciences - Fujita, Nobuko (Information and Learning Science, 2020)
Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0124 2405685:3L25JPLI
Keywords: Higher education; Information science; Instructional design; Learning design; Learning sciences; Online learning; Online teaching; e-Learning

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

Liberia: Framework and Strategy Drawn up at UNESCO-MOE ICT in Education Policy Workshop - Front Page Africa (2019)
MONROVIA – UNESCO Liberia over the weekend ended a two-day workshop in Monrovia on ICT in Education, with participants building a consensus on a framework and strategy for a draft national policy on ICT in Education in country. The workshop is part of a UNESCO-CFIT project sponsored by the People’s Republic of China in collaboration […]
Library Catalog: frontpageafricaonline.com KerkoCite.ItemAlsoKnownAs: 2339240:KFUWVVA9 2405685:3L33SBJW

Mobile learning projects–a critical analysis of the state of the art - Frohberg, Dirk; Göth, Christoph; Schwabe, Gerhard (Journal of Computer Assisted Learning, 2009)
00168 shortDOI: 10/bg3h47 KerkoCite.ItemAlsoKnownAs: 10/bg3h47 2129771:295A7BM7 2405685:VR3WUCW5

Problem-Driven Political Economy Analysis - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank, 2014)
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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