Blended learning and Syrian refugees' empowerment through a capability approach lens - Abdelfattah Ahmed Younes, Mona (Lancaster University, 2020)
This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment.
KerkoCite.ItemAlsoKnownAs: 2339240:MWJ2IMNI 2405685:ZP753LBR
Keywords: Google Scholar/ "mobile learning" "refugee education"; RER theme_pedagogies and modalities

Blended Learning and Academic Achievement: A Meta-Analysis - Najafi, Hossein; Heidari, Mozhgan (Quarterly Journal of Iranian Distance Education, 2018)
The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.
EdTechHub.ItemAlsoKnownAs: 2405685:QUAHGRTJ
Keywords: ⛔ No DOI found

Blended Beyond Borders: A scan of blended learning obstacles and opportunities in Brazil, Malaysia, & South Africa - Fisher, Julia Freeland; Bushko, Katrina; White, Jenny (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:X5WTULD9

Blended and Hybrid Learning Initiatives: A curated list for El Salvador - Villavicencio, Xuzel; Coflan, Caitlin Moss (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583
Keywords: _r:AddedByZotZen

Bilingual Learning Spaces: Lessons From Using WhatsApp Videos in a Ghanaian Rural Context - Owoo, Mama Adobea Nii (Making a Difference: Prioritizing Equity and Access in CSCL, 2017)
This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp
KerkoCite.ItemAlsoKnownAs: 2339240:QPQ7Z8JP 2405685:2PXKND4R
Keywords: ⛔ No DOI found

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

Bilingual Education in Latin America: Does Quechua-Medium Education Improve Peruvian Indigenous Children's Academic Achievement? - Hynsjö and Damon (2015)
OCLC: 1016921971 KerkoCite.ItemAlsoKnownAs: 2405685:QWK84EIC 4042040:7B7XC8N7

Big Launcher, Big Phone, Big SMS for seniors - Big Launcher
A fast and simple Android home screen for seniors and people with vision problems.
KerkoCite.ItemAlsoKnownAs: 2339240:VYZAWZMC 2405685:D58D32XX

Big hurdles thwart Jubilee’s laptops plan. Daily Nation - Wanzala, O.; Nyamai, E (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H988GKKG 2405685:VITMHW66
Keywords: ⛔ No DOI found

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2405685:DD4VLI9U 2486141:8S9LUG53
Keywords: _Added-ailr-2024

Bibliography on teacher distribution and allocation - Haßler, Björn (2021)
ZenodoArchiveID: 4608425 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4608425 2339240:2DAZHLTB 2405685:WX9A6Z7X
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth

Bias in Online Classes: Evidence from a Field Experiment - Baker, Rachel; Dee, Thomas S.; Brent, Evans; John, June (Stanford Center for Education Policy Analysis, 2018)
The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males.
KerkoCite.ItemAlsoKnownAs: 2339240:V9WT2SZW 2405685:J42K6V4I

BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:BTZ6LULM

Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools - Barrett, Angeline M. (Comparative Education, 2007)
shortDOI: 10/c9kz62 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060701362623 10/c9kz62 2405685:6DFFLQG2

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin A; Lucas, Adrienne M; Halim, Waqas; Saif, Umar (National Bureau of Economic Research, 2019)
Using an RCT in middle schools in Pakistan, we test the effect of a government- implemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student's combined math and science score increased by 0.3 standard deviations on both project and government tests, 59 percent more than the control group. Students were also more likely to pass the provincial high-stakes exams. Increased attendance by both students and teachers indicate technology can increase other inputs. At the 200 school scale, this program is extremely cost-effective.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:8S5BZEQ5 2339240:N3IQ9VDH 2405685:56WJPPUE 2405685:MXHG8QD6
Keywords: EXCLUSION CRITERIA APPLIED; Quality: H; Relevance: M

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin; Lucas, Adrienne M; Halim, Waqas; Saif, Umer (2019)
Using an RCT in middle schools in Pakistan, we test the eﬀect of a governmentimplemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student achievement increased by 0.2-0.3 standard deviations on math and science tests, 52 to 120 percent more than the control group, and students were more likely to pass the provincially standardized high stakes exams. Increased eﬀorts by both students and teachers indicate a complementarity between technology and other inputs in education production. At a scale of 100 schools, this program is extremely cost-eﬀective.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:N3IQ9VDH 2405685:56WJPPUE

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [short report] - Romero, Mauricio; Sandefur, Justin (Instituto Tecnológico Autónomo de México; Center for Global Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:N2C8L4D6

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

Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response - Hankivsky, Olena; Kapilashrami, Anuj (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42 2405685:GBDYQGPC

Beyond Instructional Design: Making Learning Design a Reality - Sims, Rod (Journal of Learning Design, 2006)
When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and implementation of those environments. Over the past twenty five years, the value of technology to education has been a significant focus of teachers, learners and institutional administration; it is also a period that has been characterised by lighthouse success stories, rigorous research, technological determinism and unfulfilled promises. As each new generation of technology appeared in the classroom (microcomputers, colour monitors, hypermedia, multimedia, internet), a new generation of early adopters appeared, each seemingly unaware of the research and knowledge gained by the previous generation. In this paper the argument is proposed that even with the strong foundation of knowledge that informs the appropriate ways to use technology for teaching and learning, too often that knowledge has been misunderstood or misused or ignored. The paper is based on the keynote presentation to the Online Learning and Teaching Conference held in Brisbane on September 23rd, 2005. The theme of the conference, "Beyond Delivery," was extremely timely as it marked the assertion that it was time to put the simple digitisation of materials behind us and focus on the active, engaging learning opportunities that effectively put the learning back into e-learning to take advantage of collaborative tools, learning communities and mediated conversation for new millennial learners. More importantly the statement that we are "beyond delivery" also suggests that it is time to embrace change and reflect on new ways to conceptualise the design of online learning environments. Through this paper an argument is presented for a proactive approach to the conceptualisation, formation and maintenance of online environments that cater specifically for the individual learner. Through an analysis of design strategies, proactive modelling and interactive metrics, a new framework is presented to address the pedagogy of online environments and present an alternative to common instructional design practices. For those committed to online teaching and learning environments populated with collaborating and reflective participants, this framework goes well beyond delivery to a pedagogy centred on emancipation and empowerment for the engaged learner.
Publisher: Queensland University of Technology KerkoCite.ItemAlsoKnownAs: 2405685:RX8KWKNW
Keywords: Active Learning; Audio Equipment; Cognitive Style; Communities of Practice; Computer Mediated Communication; Conferences (Gatherings); Cooperative Learning; Educational Technology; Electronic Learning; Empowerment; Epistemology; Feedback (Response); Guidelines; Instructional Design; Models; Online Courses; Student Role; Teacher Role; Teaching Methods; Video Technology; ⛔ No DOI found

Beyond Earthquakes: Leveraging GIS and Volunteered Geographic Information to Build Haitian Schools - ICTworks (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:GHN8JTUH 2405685:PF66UM59

Beyond Doctrine: Refocusing PFM for Vital Public Objectives - Hedger, Edward; Manning, Nick; Schick, Allen (PFM, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZKIA8PZE 2405685:6HQJLUEC 4656463:K2RLBS5X 4656463:KFXIT8ZC

Beyond disciplinary boundaries: Mapping educational science in the discourse on social media - Manca, S; Rehm, M; Brandon, D; Greenhow, Christine (Teachers College Record, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:QS2MXPFP

Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale Ebola outbreak - ACAPS (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:6F9W5IR9 2405685:VAE5DTVK

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [O-143] - Adam, Taskeen (OER20, 2020)
Visit the post for more.
KerkoCite.ItemAlsoKnownAs: 2405685:Y54SUGPI
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
Number: 1 Publisher: Ubiquity Press EdTechHub.Source: 2129771:TMULW29L shortDOI: 10/ggx3rf KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 10/ggx3rf 2129771:TMULW29L 2405685:UBRAD3MS
Keywords: MOOC designers; cultural-epistemic injustice; decolonisation; dode_eth-src-dode; dode_eth-trf2-dode; geopolitical injustice; material injustice; social justice

Better Than Most: Teacher Beliefs about Effort and Ability in Uganda - Sabarwal, Shwetlena; Kacker, Kanishka; Habyarimana, James (World Bank, 2018)
Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes.
Accepted: 2018-05-16T20:43:41Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8440 2339240:JKYKI677 2405685:K7ZQLSVC 4656463:N4JI739Y
Keywords: Absenteeism; Accountability; Education; Incentives; Public-Private Partnerships; Self-Belief; Self-Regard; Subjective Assessment; Teacher Effectiveness; Teaching Effort

Best practice in pedagogy for remote teaching - McAleavy, Tony; Gorgen, Kristine (EdTech Hub, 2020)
ZenodoArchiveID: 4705039 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705039 2339240:DYB6DZ4Z 2405685:CKA82YZA 2405685:T4MVFPEL 2405685:X4GWSACH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Best of both worlds: issues of structure and agency in computational creation, in and out of school - Brennan, Karen A. (Karen Ann) (Massachusetts Institute of Technology, 2013)
We live in a computational culture - a culture in which we are surrounded by computational systems and interfaces, from social networks to banking infrastructure, to entertainment platforms, to transportation systems. This culture introduces new expectations and new opportunities for learning, creating new demands for what to learn and offering new possibilities for how to learn. In this dissertation, I adopt a predominantly qualitative approach to exploring learning in computational culture, studying how the Scratch programming environment and online community are employed to support learning both in and out of school. To this end, I conducted interviews with 30 kids working with Scratch at home and 30 teachers working with Scratch in K-12 classrooms to develop descriptions of computational creation in these two settings. Using a theoretical framework of agency and structure, I analyze how the at-home and school-classroom contexts enable - or constrain - young people's agency in computational creation. Despite common assumptions that at-home learning is necessarily low-structure/high-agency and that at-school learning is necessarily high-structure/low-agency, I argue that structure and agency need not be in opposition. Designers of learning environments should explore intermediate possibilities, finding ways to employ structure in the service of learner agency.
Accepted: 2013-06-17T19:03:09Z Journal Abbreviation: Issues of structure and agency in computational creation, in and out of school KerkoCite.ItemAlsoKnownAs: 2339240:RJ3MM3NS 2405685:8JFG95LR

Best evidence on impact of Covid-19 on pupil attainment - Education Endowment Foundation (EEF, 2022)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
KerkoCite.ItemAlsoKnownAs: 2339240:BF65F3XR 2405685:28W82R5T

Berufsbildung in Sub-Sahara Afrika: Stand der Forschung - Haßler, Björn; Stock, Inka; Schaffer, Jens; Winkler, Enno; Kagambèga, Assèta; Haseloff, Gesine; Marsden, Melissa; Watson, Joe; Gordon, Rebecca; Damani, Kalifa (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2019)
urn:nbn:de:0035-vetrepository-775510-9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3334690 2317526:XAXNF68P 2339240:GVETNP2S 2405685:6QK46DKT 2405685:946X9BZX
Keywords: _DOILIVE; _not_EdTechHub; _yl:c; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 2405685:I6M28GND
Keywords: ⛔ No DOI found

“Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria - Martens, Marianne; Hajibayova, Lala; Campana, Kathleen; Rinnert, Gretchen Caldwell; Caniglia, Joanne; Bakori, Isa Garba; Kamiyama, Tsukuru; Mohammed, Liman Audu; Mupinga, Davison M.; Oh, Olivia Jeonghwa (Aslib Journal of Information Management, 2020)
Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/AJIM-05-2020-0172 2405685:22BWUUMS 2486141:45ZUH4NA

Behind Bangladesh’s Protests: Rising Frustration - Bhattacherjee, Aparupa (The Diplomat)
KerkoCite.ItemAlsoKnownAs: 2339240:8HEZ3QGI 2405685:3RQWC5AE

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

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; Wambûi Kuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2339240:UURNQTLM 2405685:6SXI2PS9 2405685:BT283J6U 2405685:KEFXIABC
Keywords: _r:AddedByZotZen

Behavioral nudges to prevent learning losses and dropout risk during the pandemic: experimental evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (University of Zurich Department of Economics, 2021)
Using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil, this paper documents that behavioral nudges, sent through text messages to students or their caregivers during remote learning in the context of COVID-19, significantly increased test scores in a standardized assessment test conducted with high-school seniors on the following year. Impacts were positive across the entire test score distribution, but nudges increased inequality in test scores. Relying on missing scorecard grades as a proxy for dropout risk across all high-school grades during remote learning, we show that nudges decreased this metric by 20% (although the effect is only imprecisely estimated). In contrast to test scores, nudges decreased inequality in dropout risk. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:VMRHPQ3G 2405685:FXZ3IKVM
Keywords: COVID-19; Dropouts; Learning Losses; Nudges; Remote Learning

Behavioral Insights for Public Policy: Concepts and Cases - Ruggeri, Kai; Jarke, Hannes; Berkessel, Jana; Benzerga, Amel; Hlavova, Renata; Immonen, Johanna; Kunz, Marvin; Ojinaga Alfageme, Olatz; Paul, Alessandro; Plohl, Nejc; Prinz, Gerhard; Steinnes, Kamilla; et al. (2019)
https://www.routledge.com/Behavioral-Insights-for-Public-Policy-Concepts-and-Cases/Ruggeri/p/book/9781138484238 The first decades of the 21st century have offered a remarkable shift in how policies are made as well as who designs them. Until this period, advisory boards for local, regional, and national policy strategies largely comprised economists, lawyers, and financial experts. These panels made recommendations based on standing theory and, in some cases, subject-matter expertise, such as energy or healthcare. What has changed is how the behavioral sciences, largely psychology, have been embraced within these groups, thanks largely to extensive evidence from empirical research in how populations save, spend, eat, exercise, and work. While the application to policy may have contemporary versions, the behavioral side of economic theory itself is not new. Relevant insights on this go at least as far back as the 18th century with Daniel Bernoulli and Adam Smith, and continued steadily over the next two centuries with significant works from the likes of Wilhelm Wundt, Herbert Simon, and Roald Coase, among many others. However, how it came to be is perhaps more critical than merely who drove it. In each of these waves, a major shift in thinking was often preceded by empirical study that either attempted to explain how humans apply logic, or by surprising deviations from what appears to be rational. This textbook covers a range of topics from the origins of policy through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Each section, including the fundamentals of behavioral sciences, policy development and evaluation, and all of the domains – economic, health, energy, education, workplace – cover examples of how behavioral insights are being used to address some of the most critical challenges we face. The cases and concepts presented in this book demonstrate the considerable value, both realized and potential, in studying as well as implementing behavioral insights into a variety of policy domains. We are still very much in the early days of this field, which means that these are merely fundamentals for educating and inspiring future generations of researchers, policymakers, and government leaders. As progress continues, how ultimate goals relevant to society are defined and targeted will become an increasingly important refrain amongst those involved in developing them. In these ways, we can consistently align our approaches with the most critical matters of local, national, and global communities: our safety, our stability, and our well-being.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781351052542 2339240:PQJRBDLC 2405685:7ZNIPA98

Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania - Westbrook, Jo; Croft, Alison (Teaching and Teacher Education, 2015)
Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.05.003 2339240:4FE8DRIX 2405685:KIGAZYMT

BE2_Guidance_Note_Generating_Evidence.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:66TQ3HZ6

BE2_Cost_Measurement_Guidance_Note_Final.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:VI4JKHFK

Basic school leaders in Ghana: how equipped are they? - Donkor, Anthony Kudjo (International Journal of Leadership in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/13603124.2013.817610 2339240:P72HNBED 2405685:CFS6T8VW

Basic Overview of how LTI ® Works - IMS Global (IMS Global, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L7CLZYZ3 2405685:UUXI6GJK

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

Basic Education Statistics, Tanzania - President's Office, Regional Administration and Local Government (President’s Office- Regional and Local Government [PO-RALG], 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:UWXKT63Y

Basic education statistical booklet - Ministry of Education, Republic of Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:894SNAXV 2405685:49X4ADMZ

Basic Education Infrastructure - Kenya Vision 2030 (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:L3RGF298

Basic Education Equivalency Programme (BEEP) - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IIZQ47BY 2405685:JZNL3WVY

Basic e-Learning Library (BeLL) : Free Texts : Free Download, Borrow and Streaming : Internet Archive - Internet Archive
EdTechHub.ItemAlsoKnownAs: 2405685:F7IQ89Q7

Basic Concepts and Techniques of Rapid Appraisal - Beebe, James (Human Organization, 1995)
KerkoCite.ItemAlsoKnownAs: 10.17730/humo.54.1.k84tv883mr2756l3 2339240:AVUKHX4X 2405685:YDNJSQPX

Baseline Situational Analysis on Open Distance Learning (ODL) in Southern African Development Community (SADC) Member States - Isaacs, Shafika; Mohee, Romeela (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VAR65TK9 2405685:7G4LE65V
Keywords: ⛔ No DOI found

Baseline Secondary Writing: have Year 7 pupils gone backwards? - Christodoulou, Daisy (Medium, 2020)
We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning…
KerkoCite.ItemAlsoKnownAs: 2339240:3ITPVBWJ 2405685:EMWXSE5V

Baseline Evaluation Report - IMC Worldwide; International Rescue Committee (IRC) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VW7X6QVP 2405685:BA9FG9NP

Baseline-Endline Report: Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances; Cruz, Charisse; Smith, Kristina; Commonwealth of Learning (COL) (British Columbia) (Commonwealth of Learning, 2018)
This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations.
KerkoCite.ItemAlsoKnownAs: 2339240:6XL37978 2405685:NM8GPWDQ
Keywords: Access to Education; Bangladesh; Barriers; Child Abuse; Decision Making; Distance Education; Dropouts; Economic Factors; Educational Attainment; Elementary Secondary Education; Employer Attitudes; Employment; Empowerment; Females; Foreign Countries; Health; Income; India; Job Skills; Marriage; Occupational Aspiration; Pakistan; Postsecondary Education; Program Effectiveness; Skill Development; Sustainability; Training; Womens Education

Basa Pilipinas | EDC - Education Development Center
KerkoCite.ItemAlsoKnownAs: 2405685:GZQF7587

Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind - Ampratwum, Joseph; Offei, Yaw Nyadu; Ntoaduro, Afua (Journal of Education and Practice, 2016)
The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students.
KerkoCite.ItemAlsoKnownAs: 2339240:BAG2E3HJ 2339240:LKIM6CI2 2405685:2656THQI 2405685:74TZQ59Y 2405685:LSPFR9I8
Keywords: ⛔ No DOI found

Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh - Khan, Md. Shahadat; Hasan, Mahbub; Clement, Che (International Journal of Instruction, 2012)
Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZVEEYPXK 2405685:ETUG4APG 2405685:NLFPM6QW
Keywords: ⛔ No DOI found

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
Publisher: Cold Spring Harbor Laboratory Press shortDOI: 10/ghd7r8 KerkoCite.ItemAlsoKnownAs: 10/ghd7r8 2405685:GFX8VVRS

Barriers to Investing in Last-Mile Connectivity - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LF8EK4AN 2405685:T57YE6MW

Barriers and supports for technology integration: Views from Teachers - Burns, M (Global Education Monitoring Report)
KerkoCite.ItemAlsoKnownAs: 2339240:VE6BN54S 2405685:D478G32F

Bangladeshi children share experiences of remote learning and the challenges they face - Chowdhury, Iftikhar Ahmed (UNICEF, 2020)
Students call for safe reopening of schools to prevent further disruption to their education
KerkoCite.ItemAlsoKnownAs: 2339240:TMRAA7AA 2405685:PLS9WNYX

Bangladesh: Using open school data to improve transparency and accountability - Roy, Dipu; Miah, Abu Said Juel (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4NX242AQ 2405685:N27R4JLA
Keywords: ⛔ No DOI found

Bangladesh - Third Primary Education Development Program (English) - World Bank Group (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XHXPR2HZ 2405685:CTXR6F8P

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

Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) - World Bank (2018)
Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English)
KerkoCite.ItemAlsoKnownAs: 2339240:GMW5LP2I 2405685:555EASFK

Bangladesh Primary Education Annual Sector Performance Report (ASPR) 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BCNM4PNJ 2405685:CW438FLX

Bangladesh Primary Education Annual Sector Performance Report 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YZZV53KC 2405685:BZR78EKI

Bangladesh Population (2021) - Worldometer (2021)
Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock
KerkoCite.ItemAlsoKnownAs: 2339240:6KUWCRCQ 2405685:2LS69KMG

Bangladesh - Overview - World Bank (World Bank, 2021)
The International Development Association (IDA) has supported Bangladesh since 1972, just after the country’s independence. Since then, the World Bank through its concessional lending arm has committed nearly $26 billion in grants and interest-free credits to Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:9GAMGSVG 2405685:RUP3LCB2

Bangladesh National ICT Household Survey: report and overview of main results 2018-2019 - Alliance for Affordable Internet; A2I Programme
KerkoCite.ItemAlsoKnownAs: 2339240:FWLPTEL3 2405685:2RX4URP2

Bangladesh GNI per capita 1973-2021 - Macrotrends
GNI per capita (formerly GNP per capita) is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.
KerkoCite.ItemAlsoKnownAs: 2339240:ACPLQN5F 2405685:SDGDR87J

Bangladesh: flexible learning for slum dwelling children - Children on the Edge (Children on the Edge)
Together with our partner MUKTI, we support nine Community Schools specifically set up to help working children in the Cox’s Bazar beach area.
KerkoCite.ItemAlsoKnownAs: 2339240:WRIZVD8C 2405685:2C6YIXPH

Bangladesh: ensuring education for all Bangladeshis - World Bank (World Bank, 2016)
Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015.
KerkoCite.ItemAlsoKnownAs: 10/07/ensuring-education-for-all-bangladeshis 2339240:LV2HIFEQ 2405685:NEQZBPBW LV2HIFEQ
Keywords: Asia; South Asia

Bangladesh Engaging the Private Sector in Education: SABER Country Report 2016 - World Bank Group (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1596/26524 2339240:YEQL3HEG 2405685:8L2579LA

Bangladesh educational assessment: pre-primary and primary Madrasah education in Bangladesh - Abdalla, Amr; Raisuddin, A. N. M.; Hussein, Suieiman (Basic Education and Policy Support (BEPS) Activity, United States Agency for International Development, 2004)
KerkoCite.ItemAlsoKnownAs: 2339240:67Z7UAAE 2405685:BAGTSLQM

Bangladesh Education Sector Public Expenditure Review - Bhatta, Saurav Dev; Genoni, Maria Eugenia; Sharma, Uttam; Khaltarkhuu, Buyant Erdene; Maratou-Kolias, Laura; Asaduzzaman, T. M. (World Bank, 2019)
Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector.
Accepted: 2021-07-19T16:19:39Z KerkoCite.ItemAlsoKnownAs: 2339240:W64P6523 2405685:HJVFISKT 4656463:CYJBRSJM
Keywords: Education Budget; Education Expenditure; Education Outcomes; Equity in Education; Public Expenditure Review

Bangladesh Education Sector Analysis - GPE (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PU356S5T 2405685:C7TES4HM

Bangladesh Demographic and Health Survey 2017-2018: key indicators - NIPORT; ICF (National Institute of Population Research and Training (NIPORT) and ICF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:77QXWVJP 2405685:2IGTN5VN

Bangladesh Data - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:3US9GRJC 2405685:NUJUM2P3

Bangladesh - COVID 19 School Sector Response Project (English) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KGIQQEBE 2405685:IKNKMG2R

Bangladesh Back-to-School Campaign - Kaye, Tom; Chuang, Rachel; Moss Coflan, Caitlin; Haßler, Björn (EdTech Hub, 2020)
The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).
ZenodoArchiveID: 3865298 previousshortDOI: 10/ghgk6p previousshortDOI: 10/ghgk6p previousDOI: 10.5281/zenodo.3865298 shortDOI: 10/ghgk6p KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 10.53832/edtechhub.0020 10/ghgk6p 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:CEADG684 2405685:H52W8E9M 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _yl:g; _zenodo:submitted; _zenodoETH; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

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

Bangladesh - World Inequality Database (WID - World Inequality Database, 2021)
Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium.
KerkoCite.ItemAlsoKnownAs: 2339240:QDDJSFXN 2405685:NF7Q3FVW

Bandarban Sandbox: Needs assessment and hypothesis development - Tanweer, Rabia; Nashtaran, Trishia; Plaut, Daniel; Rahman, Asad; Ahmed, Shakil; Chowdhury, Dilruba; Rabbi, BM Fazley; Hoque, Rashedul; Nahar, Nurun; Afroze, Sadia (EdTech Hub, 2022)
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6942540 10.53832/edtechhub.0103 2405685:77665EVG 2405685:JV4F45P5
Keywords: _r:AddedByZotZen

Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report - World Bank (2018)
Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English)
KerkoCite.ItemAlsoKnownAs: 2339240:L5A5V5EV 2405685:7W2RJKJD 4656463:YS22ZIRH

Balochistan Education Sector Plan: 2020-2025 - Government of Balochistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:947UDH9X 2405685:SRM9NI8K

Balloons to Deliver Emergency Internet Across Kenya - Alison, Buckholtz (2020)
Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.
Library Catalog: www.ifc.org EdTechHub.ItemAlsoKnownAs: 2405685:9STZ6Q6P

Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs - Warschauer, Mark; Zheng, Binbin; Niiya, Melissa; Cotten, Shelia; Farkas, George (Equity & Excellence in Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/10665684.2014.866871 2339240:VK4ZIU5N 2405685:JCWRED2L

BAG - BAG Innovation Ltd (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ3HHEHB 2405685:V9GV6AZN

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

Background information on education statistics in the UIS database - UNESCO (UNESCO Institute of Statistics, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HXNGPX3L 2405685:HPLQP9BZ 8836279:67D7XNEP 8836279:E62VYPBG 8836279:ZKI42HRX

Back to the Basics: Curriculum Reform and Student Learning in Tanzania - Rodriguez-Segura, Daniel; Mbiti, Isaac (Research on Improving Systems of Education (RISE), 2022)
In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2022/099 2339240:W8GCMD8J 2405685:ISJCZYWF

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment - Weibel, Mette; Nielsen, Martin Kaj Fridh; Topperzer, Martha Krogh; Hammer, Nanna Maria; Møller, Sarah Wagn; Schmiegelow, Kjeld; Bækgaard Larsen, Hanne (Nursing Open, 2020)
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
KerkoCite.ItemAlsoKnownAs: 10.1002/nop2.471 2405685:HSK4CHVU
Keywords: cancer; childhood illness; education; school nursing; technology

Back to school: Preparing and managing the reopening of schools - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:PG7P4SGV 2405685:RVGVDL8M

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

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).
ZenodoArchiveID: 3878423 previousshortDOI: 10/ghgk6n previousshortDOI: 10/ghgk6n previousDOI: 10.5281/zenodo.3878423 previousshortDOI: 10/ghgk6n EdTechHub.Source: 2405685:DS66UGW4 EdTechHub.Source: <this> shortDOI: 10/ghgk6n KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 10.53832/edtechhub.0019 10/ghgk6n 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:4Z5W36SI 2405685:DS66UGW4 2405685:IS587WTH
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Back to school - but classes are empty because of Ebola fears in DRC - Tounsi, Samir (Theirworld, 2020)
In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them.
Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:6RVRAI4B 2405685:JE2QRR6X

Back to School After the Ebola Outbreak (2015)
Back to School After the Ebola Outbreak
KerkoCite.ItemAlsoKnownAs: 2339240:B8CKZFM9 2405685:Y6CXW2FZ

Back to school 2020-2021 - UNICEF (UNICEF, 2020)
UNICEF supports children's return to school in a safe and protective environment
KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.
KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851
Keywords: Bali; Bangkok Thailand; Cellular telephones; Education; Educational technology; Japan; Learning; Pedagogy; Secondary school teachers; Students; Tanzania; Teaching; United Kingdom–UK; United States–US; __:import:01; __:match:final; __:matched; __:study_id:2096774; __finaldtb; ⛔ No DOI found

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

Availability of Resource Materials and Facilities for ICT Integration in the Public Primary School Curriculum in Kitui County, Kenya - Mwendwa, Nzwili K. (2017)
Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.
Accepted: 2020-05-26T08:32:29Z Publisher: Scholars Middle East Publishers KerkoCite.ItemAlsoKnownAs: 2339240:UP3XU562 2405685:UDB54BE6
Keywords: ⛔ No DOI found

Autorité de Régulation des Télécommunications et des Postes - ARTP SENEGAL
KerkoCite.ItemAlsoKnownAs: 2339240:UPSMUI3D 2405685:ZZ2KI3ZD

Automation tools in EPPI-Reviewer
KerkoCite.ItemAlsoKnownAs: 2405685:Z3W9I5GV 2486141:H9YDERWQ
Keywords: _Added-ailr-2024

Automation of systematic literature reviews: A systematic literature review - van Dinter, Raymon; Tekinerdogan, Bedir; Catal, Cagatay (Information and Software Technology, 2021)
Context Systematic Literature Review (SLR) studies aim to identify relevant primary papers, extract the required data, analyze, and synthesize results to gain further and broader insight into the investigated domain. Multiple SLR studies have been conducted in several domains, such as software engineering, medicine, and pharmacy. Conducting an SLR is a time-consuming, laborious, and costly effort. As such, several researchers developed different techniques to automate the SLR process. However, a systematic overview of the current state-of-the-art in SLR automation seems to be lacking. Objective This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the automation of the other activities of the SLR process.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2021.106589 2405685:D5JR22C8 2486141:MUGRSX6T
Keywords: Automation; Machine learning; Natural language processing; Review; Systematic literature review (SLR); Text mining; _Added-ailr-2024

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 2405685:IECJPUES 4556019:QB8DZSFF

Automated Knowledge Extraction from IS Research Articles Combining Sentence Classification and Ontological Annotation - Huettemann, Sebastian (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:APEG3W9C 2486141:M878DKL8
Keywords: _Added-ailr-2024; ⛔ No DOI found

Autism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide - Durkin, Maureen S.; Elsabbagh, Mayada; Barbaro, Josephine; Gladstone, Melissa; Happe, Francesca; Hoekstra, Rosa A.; Lee, Li-Ching; Rattazzi, Alexia; Stapel-Wax, Jennifer; Stone, Wendy L.; Tager-Flusberg, Helen; Thurm, Audrey; et al. (Autism Research: Official Journal of the International Society for Autism Research, 2015)
Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.
KerkoCite.ItemAlsoKnownAs: 10.1002/aur.1575 2339240:VPT8E92I 2405685:ZJU7T2BU
Keywords: Autistic Disorder; Developing Countries; Global Health; Health Services Accessibility; Humans; Internationality; Research; diagnosis; early detection; epidemiology; intervention

Australia-Indonesia for Pro-Poor Policy: the Knowledge Sector Initiative - Australian Agency for International Development (Australian Agency for International Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:XID676JJ 2405685:8IL3G32C

Audio Now!: Responding to COVID-19 - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q5CZT734 2405685:UFMKDU84 Q5CZT734

Audio Lessons Through Radio for Primary Education Set for Launch -With Support from UNESCO CapED Programme for COVID-19 Educational Response for Bangladesh - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:I7MG6YLA 2405685:Q34TK2MX

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2339240:MJ7J7PHY 2339240:VQQAWR8S 2405685:IR6UNF66 2405685:MKR7J8V3 2405685:W293NXX6 2405685:ZIWCXX7H 2534378:JDCGUHUG 2534378:YXS3JJVS
Keywords: Access to Education; Audio description; Cultural Relevance; Culturally Relevant Education; ERIC; Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb; blind universal design; educational material accessible media; teacher training

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study - Mohamed, Ahmed Hassan Hemdan (Journal of Research in Special Educational Needs, 2018)
The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.
KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12411 2339240:VM328LPK 2405685:7J6H34I4
Keywords: Attitudes; hard of hearing; inclusive education; intellectual disability; learning disabilities; technology

Atlassian Team Playbook - Build strong teams with Plays - Atlassian (Atlassian, 2020)
Plays are free workshop resources for addressing common team challenges and starting important conversations.
KerkoCite.ItemAlsoKnownAs: 2339240:JWBB984G 2405685:3V9KHWL9

ATLAS.ti | The #1 Software for Qualitative Data Analysis (ATLAS.ti)
ATLAS.ti helps you uncover actionable insights with intuitive research tools and best-in-class technology. Try it for free today!
KerkoCite.ItemAlsoKnownAs: 2405685:D4GAPW4G 2486141:JLBWBGTM

ATLAS.ti AI Lab | Accelerating Innovation for Data Analysis - ATLAS.ti (ATLAS.ti)
Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights.
KerkoCite.ItemAlsoKnownAs: 2405685:X89DCPWW 2486141:9GPQDUQE

At least 77 million rural inhabitants in Latin America and the Caribbean have no access to high-quality internet services - IICA (IICA.INT, 2020)
IICA-BID-MICROSOFT DOCUMENT “RURAL CONNECTIVITY IN LATIN AMERICA AND THE CARIBBEAN – A BRIDGE TOWARDS SUSTAINABLE DEVELOPMENT IN TIMES OF THE PANDEMIC” The study focused on 24 countries throughout all of Latin America and the Caribbean. Average rural connectivity is approximately half of connectivity levels in urban areas. Limitations in available information about the status of rural connectivity and obsolete regulatory frameworks have hindered the implementation of policies to accelerate rural digital inclusion.
KerkoCite.ItemAlsoKnownAs: 2339240:R32EM3RN 2405685:CQKCWYN9

Assistive Technology in the African Region: Results of an Online Rapid Assistive Technology Capacity Survey (World Health Organization Regional Office for Africa)
KerkoCite.ItemAlsoKnownAs: 2339240:GH5UISR6 2405685:8WSZWRMX

Assistive technology in developing countries: national and international responsibilities to implement the Convention on the Rights of Persons with Disabilities - Borg, Johan; Lindström, Anna; Larsson, Stig (The Lancet, 2009)
In developing countries, disability is often associated with poverty caused by reduced participation in education, work, and community life.1–4 Education and employment contributes to reduction of poverty, improvement of health, and increased participation in society.2,5,6 According to findings from studies in high-income countries, assistive technology can have a positive socioeconomic effect on the lives of people with disabilities by improving access to education and increasing achievement.7,8 The use of assistive technology is a successful strategy to help participation in work,9,10 and maintenance of health.
Publisher: Elsevier shortDOI: 10/cfn5gp KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(09)61872-9 10/cfn5gp 2339240:W45H7KRY 2405685:YQJM4J5B

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

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4

Assistive Technology. Fact sheet. Retrieved 10 December 2020, from - WHO
KerkoCite.ItemAlsoKnownAs: 2339240:GIP3HWAI 2405685:M5U5N79M

Assistive technology applied to education of students with visual impairment - Alves, Cássia Cristiane de Freitas; Monteiro, Gelse Beatriz Martins; Rabello, Suzana; Gasparetto, Maria Elisabete Rodrigues Freire; Carvalho, Keila Monteiro de (Revista Panamericana de Salud Pública, 2009)
OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment.
Publisher: Organización Panamericana de la Salud KerkoCite.ItemAlsoKnownAs: 10.1590/S1020-49892009000800007 2339240:XPR64H24 2405685:3NT8DKE3
Keywords: Assistive technology; Brazil; information technology; visually impaired persons

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

Assistive technologies in developing countries - Rohwerder, Brigitte (Institute of Developing Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YSWH7PEF 2405685:NLB4KHWQ
Keywords: ⛔ No DOI found

Assistive Technologies and Other Supports for People with Brain Impairment. - Scherer, M. J. (Springer Publishing Co, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EKI7Z54P 2405685:LTA7V78K

Assistance to Basic Education: All Children Reading (ABE-ACR) Findings Report, Tanzania National Early Grade Reading Assessment (EGRA) - RTI International (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:PUJTAPK3 2405685:UREJ4GII

Assessment, technology, and change - Clarke-Midura, Jody; Dede, Chris (Journal of Research on Technology in Education, 2010)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2010.10782553 2339240:CPXR4MNB 2405685:QM5ZHDJQ

Assessment of the Impact of the Jovem de Futuro Program on Learning - de Barros, Ricardo Paes; de Carvalho, Mirela; Franco, Samuel; Garcia, Beatriz; Henriques, Ricardo; Machado, Laura (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:2GLYDRF3 2405685:67VRVQEZ

Assessment of the effectiveness of ICT on Teacher Trainees in Colleges of education. A Case of St. Monica's College of Education - Osei Frimpong, Kojo; Asare, Samuel; Caroline, Owusu-Mintah (Asian Journal of Computer Science and Information Technology, 2019)
The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning.
KerkoCite.ItemAlsoKnownAs: 2339240:DVBYU842 2405685:VRJIV787
Keywords: ⛔ No DOI found

Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in Imenti north sub-county, Kenya - Nyaga, Felistas (University of Nairobi, 2018)
The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives.
Accepted: 2018-10-18T13:52:29Z KerkoCite.ItemAlsoKnownAs: 2339240:3QH6L8SL 2405685:C6Y4LLKR

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (SMERU Research Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 2339240:7JW2DYF5 2405685:RTYA9G4P 4556019:9P4UH786

Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic - Das, H (a2i, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QP4P29MJ 2405685:BV6K34UF

Assessment of Computer-Based Nutrition Education Model in Primary Schools of Lahore, Pakistan - Elmadfa, I.; Siddique, A. (Annals of Nutrition and Metabolism, 2009)
Place: Basel Publisher: Karger WOS:000270827202303 KerkoCite.ItemAlsoKnownAs: 2339240:ZAGF2JAT 2405685:327QGPS7
Keywords: ⛔ No DOI found

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

Assessment for Learning: Meeting the Challenge of Implementation - Laveault, D; Allal, L (Springer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ET7C9K8E 2405685:8NZ2VH8S

Assessment for improved learning outcomes - UNESCO
KerkoCite.ItemAlsoKnownAs: 2405685:4F25FRUE

Assessment and Development of Executive Function (EF) During Childhood - Anderson, Peter (Child Neuropsychology, 2002)
This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood. At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described. A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control”. Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation. The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF. Based on developmental and normative studies, the maturation of executive domains is mapped. Attentional control appears to emerge in infancy and develop rapidly in early childhood. In contrast, cognitive flexibility, goal setting, and information processing experience a critical period of development between 7 and 9 years of age, and are relatively mature by 12 years of age. A transitional period is thought to occur at the beginning of adolescence, and shortly after “executive control” is likely to emerge. In order to confirm our current understanding of EF development and further enhance our understanding of brain-behavior relationships, longitudinal studies incorporating structural and functional neuroimaging are required.
shortDOI: 10/bn6vj8 KerkoCite.ItemAlsoKnownAs: 10.1076/chin.8.2.71.8724 10/bn6vj8 2339240:HIEYHPXN 2405685:5DTDUW2W

Assessment and classroom learning - Black, Paul; Wiliam, Dylan (Assessment in Education: Principles, Policy & Practice, 1998)
KerkoCite.ItemAlsoKnownAs: 10.1080/0969595980050102 2339240:KDJFBW3D 2405685:9BJLEV64

Assessing value for money - National Audit Office UK (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHUJ9HSE 2405685:WRBHMFF5 4656463:Y54ADAD3

Assessing user acceptance toward blog technology using the UTAUT model - Pardamean, Bens; Susanto, Mario (International Journal of Mathematics and Computers in Simulation, 2012)
Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. UTAUT integrates eight theories from social psychology and sociology in order to examine the effects of major factors on behavioral intention and actual use of blog to learn e-business course materials and topic discussions. The results showed that both social influence and performance expectancy had a significant relationship with behavioral intention, whereas effort expectancy did not. In this study, behavioral intention did not have a significant relationship with actual usage level of blogs as a learning tool.
KerkoCite.ItemAlsoKnownAs: 2339240:QX33CKMX 2405685:QDHQ7BL5
Keywords: ⛔ No DOI found

Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala - MANAUS Consulting (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:M3GE48RB 2405685:FZ3MCUI9

Assessing the Strength of Evidence in the Education Sector (DRAFT) - Building Evidence in Education (Building Evidence in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ZNW6RPS2 2405685:5DGY6G7J

Assessing the Strength of Evidence in the Education Sector - Building Evidence in Education (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:NWPUN86B 2405685:XQR2NCPT

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA
Keywords: ⛔ No DOI found

Assessing the real-life socio-economic scenario of established slums in Dhaka: the cases of Korail and Sattola - Bashar, Raisa; Tonmoy, Sirajus; Ria, Alvira; Khan, Nazmul (European Online Journal of Natural and Social Sciences, 2020)
The research aims to assess the current situation of three primary socioeconomic indicators, namely education, health and water availability at the two most established slums of Bangladesh's capital Dhaka-Korail and Sattola. Surveys, using cluster and then random sampling to target households, and analysis, found that both slums' children's education level was moderate with 52%-68% and 20%-28% availing primary and secondary education, respectively; several NGOs had helped to establish brick-and-mortar latrines and disseminate necessary and effective awareness about sanitation; and surveyed slum dwellers were economically strong, with 68%-70% of the interviewed households' income levels being 10,000-15,000 BDT (USD 118-178) per month. A comparative analysis with national level statistics also yielded that the conditions in these slums are truly better than previously thought. Primary recommendation includes in-depth monitoring to understand why such large numbers live in slums, even though they can afford better.
KerkoCite.ItemAlsoKnownAs: 2405685:Y4FHHY92
Keywords: ⚠️ Invalid DOI

Assessing the policy influence of research: A case study of governance research in Viet Nam - Pellini, Arnaldo; Anderson, James H; Tran, Huong Thi Lan; Irvine, Renwick (Overseas Development Institute, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F58FH7TK 2405685:QTTE2VHQ

Assessing the Impacts of Literacy Learning Games for Syrian Refugee Children: An executive overview of Antura and the Letters and Feed the Monster Impact Evaluations - Comings, J (Resource Centre, 2018)
Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:5LHG7PS3 2405685:FVNNLQD4
Keywords: RER theme_pedagogies and modalities

Assessing the Impact of Early Learning Programs in Africa - Gove, Amber; Brunette, Tracy; Bulat, Jennae; Carrol, Bidemi; Henny, Catherine; Macon, Wykia; Nderu, Evangeline; Sitabkhan, Yasmin (New Directions for Child and Adolescent Development, 2017)
We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12% to 47%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike.
shortDOI: 10/gf86mm KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20224 10/gf86mm 2405685:B4LHC2GD

Assessing the Construct Validity of Save the Children's International Development and Early Learning Assessment (IDELA) - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Pisani, Lauren; Dowd, Amy Jo; Borisova, Ivelina (Global TIES for Children, New York University, Save the Children, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KCP3HCVT 2405685:3YPENLPH

Assessing social and emotional learning in Tanzania: an interview with Matthew Jukes - RTI International (Medium, 2018)
Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the…
KerkoCite.ItemAlsoKnownAs: 2339240:5FZ522XC 2405685:RHBSN9NZ

Assessing Research-Practice Partnerships - Henrick, Erin C; Cobb, Paul; Penuel, William R; Jackson, Kara; Clark, Tiffany (William T. Grant Foundation., 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:GAHU8QH9 2405685:6VXW2NF4

Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained - Kabilan, Muhamad; Khan, Mahbub (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:AAZXN3IC 2405685:AP4J6MBB

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb; auto_merged

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:3Y2E22FB 2405685:YU2SSCNS 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing outside of the “classroom box” while schools are closed: The potential of phone-based formative assessments to support learning continuity - Luna-Bazaldua, D; Liberman, J; Levin, V (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JBQUWG4K 2405685:RTBSFRAE

Assessing national achievement levels in education. National assessments of educational achievement. Volume 1. - Greaney, V.; Kellaghan, T. (The World Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:JDWCYWP3 2405685:VRH6UB2V

Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations: Validity of the Wechsler Preschool and Primary Scale of Intelligence Across Seven MAL-ED Sites - Ruan-Iu, Linda; Pendergast, Laura L.; Rasheed, Muneera; Tofail, Fahmida; Svensen, Erling; Maphula, Angelina; Roshan, Reeba; Nahar, Baitun; Shrestha, Rita; Williams, Brittney; Schaefer, Barbara A.; Scharf, Rebecca; et al. (Journal of Psychoeducational Assessment, 2019)
An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes.
shortDOI: 10/ggd57h KerkoCite.ItemAlsoKnownAs: 10.1177/0734282919850040 10/ggd57h 2339240:24DRAS7L 2405685:JVQJPXK3

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

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Assessing academic motivation among elementary school children: the Elementary School Motivation Scale (ESMS) - Guay, Frederic; Marsh, Herbert W.; Dowson, Martin; Larose, Simon (2005)
KerkoCite.ItemAlsoKnownAs: 2339240:HMLZINBZ 2405685:H83WX5UX
Keywords: ⛔ No DOI found

Assemblage Theory: Coping with Complexity in Technology Enhanced Language Learning - Matthews, Blair (Research-publishing, 2019)
Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory – a theory of complexity in the social sciences – allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.]
Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2339240:N5SJAE74 2339240:X2DH2PJB 2405685:23WUVGJ7 2405685:CJQA4TZT
Keywords: Computer Assisted Instruction; Influence of Technology; Learning Motivation; Learning Processes; Learning Theories; Second Language Learning; Social Systems; Systems Approach; Teaching Methods

ASReview - Active learning for Systematic Reviews (ASReview)
Our software ASReview is designed to accelerate the step of screening abstracts and titles with a minimum of papers to be read.
KerkoCite.ItemAlsoKnownAs: 2405685:38IXPGBU 2486141:F7RK534D
Keywords: _Added-ailr-2024

Aspirations, poverty, and economic change - Ray, Debraj (Understanding Poverty, 2006)
This essay discusses a particular aspect of poverty: its close and brutal association with a failure of aspirations. This is not an assertion about individuals who are poor; it is a statement about the condition of poverty itself. Poverty stifles dreams, or at least the process of attaining dreams. Thus, poverty and the failure of aspirations may be reciprocally linked in a self-sustaining trap. This essay seeks to draw out various aspects of this theme and, in the process, to introduce and discuss an aspirations-based view of individual behavior.
KerkoCite.ItemAlsoKnownAs: 10.1093/0195305191.003.0028 2339240:2T4ZNREX 2405685:BNLHW8HH
Keywords: aspirations failure; aspirations window; collective action; individual behavior; poor; social polarization

Aspirations and the Role of Social Protection: Evidence from a Natural Disaster in Rural Pakistan - Kosec, Katrina; Mo, Cecilia Hyunjung (World Development, 2017)
Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.03.039 2339240:XUQV5LX6 2405685:IKVKTLYP
Keywords: Pakistan; South Asia; climate change; political economy of development; political psychology; state capacity

ASIDI - Accelerated School Infrastructure Delivery Initiative - Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8926SWP2 2405685:FQZGB8L5 4656463:43J8MUT5

Así dio vuelta el consumo mediático en El Salvador durante la COVID-19 - Carballo, Willian; Marroquín, Amparo (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UWJ58EHE 2405685:B5G65ERZ

Así consumíamos medios en El Salvador antes de la COVID-19 - Carballo, Willian; Marroquín, Amparo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TTIIHASA 2405685:DM8MX37B

ASER_National_2019.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:QDJCDNFR 2339240:ZLM7K67T 2405685:KFV5RAIS 2405685:R7AM8WB3

As Schools Close Over Coronavirus, Protect Kids’ Privacy in Online Learning (Human Rights Watch, 2020)
The educational disruption caused by the coronavirus pandemic is unprecedented in speed and scale. As of today, over 160 countries have closed schools. Education authorities are scrambling to provide remote learning for more than 87% of the world’s student population now missing class.
KerkoCite.ItemAlsoKnownAs: 2339240:9MP83RG3 2405685:8J2QEF52

Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development - UNESCO (Roscongress Building Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41746-022-00700-y 2405685:MMYGXG48 2486141:99IMTN2W
Keywords: Health policy; Translational research

Artificial intelligence and the conduct of literature reviews - Wagner, Gerit; Lukyanenko, Roman; Paré, Guy (Journal of Information Technology, 2022)
Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2405685:KDZG5MJK 2486141:AU8NLI8I
Keywords: _Added-ailr-2024; _important-ailr-2024

Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools - Maddin, Ellen (EdTechnology Ideas, 2013)
Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools
KerkoCite.ItemAlsoKnownAs: 2339240:PQS3TQ9C 2405685:XBUUBUV6
Keywords: ⛔ No DOI found

Article 160 - Constitution 1973 - Government of Pakistan (1973)
KerkoCite.ItemAlsoKnownAs: 2339240:ZLBSDW84 2405685:DMVADFQ3 4656463:3APVGIGQ

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning
KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM

Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers - Lichand, Guilherme; Wolf, Sharon (University of Zurich Department of Economics, 2021)
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.
Num Pages: 79 Number: 357 Publisher: University of Zurich KerkoCite.ItemAlsoKnownAs: 2339240:25SIYBSH 2405685:8JXUFKSH

Arifu
Library Catalog: www.arifu.com EdTechHub.ItemAlsoKnownAs: 2405685:WY6ZNPC9

Arifu - Arifu
KerkoCite.ItemAlsoKnownAs: 2339240:FG4QZDPY 2405685:P2A3GM2F

Argentina Has More Women in Science—But It Hasn't Fixed Sexism - Zhang, Sarah (Wired, 2015)
The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia?
Section: tags KerkoCite.ItemAlsoKnownAs: 2339240:EK8YS74X 2405685:W83F5RIH
Keywords: argentina; astronomy; gender

Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 - OECD (OECD, 2010)
OECD's dissemination platform for all published content - books, serials and statistics
KerkoCite.ItemAlsoKnownAs: 2339240:7LPHP87J 2405685:ZK4PRGRH

Are the eﬀects of informational interventions driven by salience? - Bettinger, Eric; Cunha, Nina; Lichand, Guilherme; Madeira, Ricardo (University of Zurich Department of Economics, 2021)
Informational interventions have been shown to signiﬁcantly change behavior across a variety of settings. Is that because they lead subjects to merely update beliefs in the right direction? Or, alternatively, is it to a large extent because they increase the salience of the decision they target, aﬀecting behavior even in the absence of inputs for belief updating? We study this question in the context of an informational intervention with school parents in Brazil. We randomly assign parents to either an information group, who receives text messages with weekly data on their child’s attendance and school eﬀort, or a salience group, who receives messages that try to redirect their attention without child-speciﬁc information. We ﬁnd that information makes parents more accurate about student attendance, and has large impacts on their test scores and grade promotion relative to the control group. Even though salience messages, in contrast, do not make parents more accurate about attendance levels, learning outcomes in the salience group improve by at least as much. Why? We show that treated parents across both conditions become more accurate about changes in their children’s grades over time, although not about grade levels. Such coarse belief updating is consistent with independent information acquisition in response to salience eﬀects from both interventions. Our results have implications for the design and interpretation of informational interventions across a range of domains.
KerkoCite.ItemAlsoKnownAs: 2339240:BRBKHQ3F 2405685:V3BN4GC8
Keywords: ❓ Multiple DOI

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JDX9HQKE

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

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Usawa Agenda (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:6G4KNTNK 2339240:7GF288YH 2339240:BD3UID9L 2339240:WYBYDRZG 2405685:6TSWSC6E 2405685:7Y76E5HD 2405685:BM28U98I 2405685:P2BSWX2Z 2405685:P4LU2G2I 2405685:SIP45PBA 2405685:ZEM2E9VL 2534379:WT5ZNQFS

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Uwezo (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:PTVHQ2D5 2405685:TH76XRZE 2486141:BZQ2UXSY 2486141:CQY2YYJL 2486141:LETIUFRS

Are Our Children Learning? - Uwezo (Twaweza East Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P9EDHXN 2405685:N3RG9SY9

Are contract teachers and para-teachers a cost-effective intervention to address teacher shortage and improve learning outcomes? - Kingdon, Geeta Gandhi; Aslam, Monazza; Rawal, Shenila; Das, Sushmita (Evidence for Policy and Practice Information and Co-ordinating Centre:Social Science Research Unit, Institute of Education, University of London, 2013)
OCLC: 1064447467 KerkoCite.ItemAlsoKnownAs: 2339240:KLB5ET5M 2405685:DIMSNBTN

Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan - Malik, Rabea; Raza, Fizza; Rose, Pauline; Singal, Nidhi (Compare: A Journal of Comparative and International Education, 2020)
Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1749993 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1749993 2339240:E9YINYX6 2339240:JF97XX98 2405685:34ZWUK6Q 2405685:F5SGQC6N
Keywords: Learning outcomes; Pakistan; Washington Group; disability; household survey; primary education

Are All Our Children Learning? - Uwezo (Usawa Agenda, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:DFJ494IE

Architects and contractors: political economy analysis of policy research in Pakistan - Wood, Geof (University of Bath, 2013)
Publisher: Sustainable Development Policy Institute KerkoCite.ItemAlsoKnownAs: 2339240:MRWTHMXN 2405685:25WWT72Y
Keywords: ⛔ No DOI found

Arabic version of Design Thinking for Educators – Open Development & Education - Khalayleh, Abdullah (2020)
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED 2405685:6D7MAYPP
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

"Aprendo en Línea" mantendrá acceso gratuito desde dispositivos móviles - mineduc (Ministerio de educación, 2021)
“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.
KerkoCite.ItemAlsoKnownAs: 2339240:2JKEXBRV 2405685:VBF82GCL

Aprendo en línea | Ayuda Mineduc - Ayuda Mineduc
KerkoCite.ItemAlsoKnownAs: 2339240:PIPZKVK6 2405685:PWCFVQD5

Aprendizaje híbrido Experiencias internacionales con enfoque multimodal - Villavicencio, Xuzel; Coflan, Caitlin (2022)
Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981609 ZenodoArchiveConcept: 6981608 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981609 10.53832/edtechhub.0113 2405685:G8RZFT8Z
Keywords: _r:AddedByZotZen

Aprender a Ler (Learn to Read) - EdTech Center @ World Education (EdTech Center @ World Education)
From 2012-2016, World Education, Inc. implemented the USAID|Aprender a Ler (Learn to Read) program in the northern provinces of Nampula and Zambézia in Mozambique. With the goal of improving early grade reading outcomes for students in grades 1-3, WEI used technology via radios and smartphones as a critical companion to training, coaching, and overall school-community support …
Library Catalog: edtech.worlded.org KerkoCite.ItemAlsoKnownAs: 2405685:NE5TEL25

Aprender a Ler (ApaL)
KerkoCite.ItemAlsoKnownAs: 2405685:Q35VJU5G