An Investigation of Provision of Quality Basic Education in Ghana: A Case Study of Selected Schools in the Central Region - Ampiah, Joseph (Journal of International Cooperation in Education, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:NDYK3WSP
Keywords: ⛔ No DOI found

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB
Keywords: ⛔ No DOI found

An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. - Haßler, Björn; Hennessy, S.; Lord, T.; Cross, A.; Jackson, A.; Simpson, M. (Aptivate and University of Cambridge, 2011)
0007 EdTechHub.Source: 2129771:ZATDIRKP EdTechHub.Source: 2129771:ZATDIRKP KerkoCite.ItemAlsoKnownAs: 2129771:ZATDIRKP 2405685:3TABTBW7
Keywords: Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode

An Investigation into Pre-Service Teachers' Self-Regulated Online Learning Perceptions - Özdemir, Atilla; Önal, Ahmet (International Journal of Contemporary Educational Research, 2021)
The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.
Publisher: International Journal of Contemporary Educational Research KerkoCite.ItemAlsoKnownAs: 2339240:62H9WIHB 2405685:P6VB83C6
Keywords: COVID-19; Correlation; Distance Education; Electronic Learning; Foreign Countries; Gender Differences; Pandemics; Preservice Teachers; Self Management; Student Attitudes; Technological Literacy; Time Management; Undergraduate Students; ⛔ No DOI found

An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One A Case Study of Teachers Implementing ICT into Their Teaching Practice - Tonui, Betty; Kerich, E; Koross, R (Journal of Education and Practice, 2016)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:RL8BR95I 2405685:SWCURERR
Keywords: ⛔ No DOI found

An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice - Tonui, Betty C.; Kerich, E.; Koross, R.; J, K.; Moi, Too (2018)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley
KerkoCite.ItemAlsoKnownAs: 2339240:CHUK8BFL 2405685:CD7SSBUP

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

An introduction to cybernetics - Ashby, W. Ross (Chapman & Hall Ltd, 1961)
KerkoCite.ItemAlsoKnownAs: 2339240:PKSMSLR2 2405685:FS5Q474K

An intervention study of instructional methods and student engagement in large classes in Thailand - Tolley, Leigh; Johnson, Laurene; Koszalka, Tiffany (International Journal of Educational Research, 2012)
shortDOI: 10/ggvk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2012.05.003 10/ggvk3n 2339240:J76P33YH 2405685:2QG2SP3Z

An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG 2405685:YC55WA3X
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ 2405685:T6G4MKTK
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Denmark DNK; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:South Africa ZAF; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

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

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

An interactive system for finding complementary literatures: a stimulus to scientific discovery - Swanson, DR; Smalheiser, NR (Artificial Intelligence, 1997)
An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0004-3702(97)00008-8 2405685:LL56VJY4 2486141:DI9NQLCF 2486141:Q4YETKAP
Keywords: _Added-ailr-2024

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

An Integrating Framework for Research in Business and Society: A Step Toward the Elusive Paradigm? - Jones, Thomas M. (Academy of Management Review, 1983)
According to some authors, the field of business and society has suffered because it apparently lacks a dominant paradigm. This paper (1) concludes that such a paradigm is unlikely to emerge soon and (2) offers an “integrating framework” based on an interpenetrating systems model and focusing on the social control of business. This framework may serve as a unifying mechanism for existing research in the field as well as an agenda for future research.
Publisher: Academy of Management zotzenLib.CopiedFrom: 2339240:M572D7YN KerkoCite.ItemAlsoKnownAs: 10.5465/amr.1983.4284653 2339240:M572D7YN 2405685:77EURXJW

An integrated technology adoption and diffusion model - Sherry, Lorraine (International Journal of Educational Telecommunications, 1998)
Publisher: Association for the Advancement of Computing in Education (AACE) KerkoCite.ItemAlsoKnownAs: 2339240:EH36DDQU 2405685:GRNQQPBD
Keywords: ⛔ No DOI found

An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 - Government of Rwanda (2001)
KerkoCite.ItemAlsoKnownAs: 2339240:WXG3CA67 2405685:A2EUNCJZ

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.
KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC

An Infographic Presentation of Eneza's 2012 Impact Study - Eneza Education (Eneza Education, 2013)
I am sure you are wondering what Eneza is, that should not worry you at all. We have just changed our name from MPrep to Eneza. “Eneza” is a Swahili ... Read More
Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:LSRRXLCC 2405685:VBPTJLET

An inclusive response to COVID-19: Education for children with disabilities - McClain-Nhlapo, Charlotte (An inclusive response to COVID-19: Education for children with disabilities, 2020)
This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]
KerkoCite.ItemAlsoKnownAs: 2339240:4R2MH3TN 2405685:Y7SN7MBF

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
EdTechHub.Source: <this> EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:6TX2RFBC 2405685:BGLPB3AG
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoODE

An Improved Model for the Implementation of Web-Based Learning in Adult Secondary School Education in Kenya - Ng’ang’a, Ms Martha Muthoni; Kimani, Prof Stephen; Kimwele, Dr Michael W. (International Journal of Computer (IJC), 2020)
The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications.
KerkoCite.ItemAlsoKnownAs: 2339240:9FRGYBCA 2405685:JXYIK4RA
Keywords: Adult Learners; Model; Web Based Learning; ⛔ No DOI found

An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doing - Borokhovski, Eugene; Bernard, Robert; Mills, Erin; Abrami, Philip C.; Wade, C. Anne; Tamim, Rana; Bethel, Edward; Lowerison, Gretchen; Pickup, David; Surkes, Michael A. (Canadian Journal of Learning and Technology, 2011)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21432/t22p41 10/gmfk2v 2339240:CHEZSB5X 2405685:6HB7ZEXG

An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic - Masterson, Mary (International Journal of Emerging Technologies in Learning (iJET), 2020)
This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v15i14.13297 2405685:DF9SH9L4
Keywords: c ulture; digital technologies; online collaborative learning

An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning - Zhu, Xia; Chikwa, Gladson (Open Praxis, 2021)
Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.13.1.1154 2339240:QGE68QAY 2405685:24EKHU7N
Keywords: Distance Education; Educational Development; Educational Technology; Faculty Development; Foreign Countries; Higher Education; International Cooperation; Lifelong Learning; Open Education; Partnerships in Education; Sustainable Development

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:JSUA8DQA 2405685:AUM7ANGN 2405685:EC5V2BBM 2534378:Q5BTRXDU 2534378:ZZ43GQ5G
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

An examination of the use of technology in the teaching of history. A study of selected senior high schools in the cape coast metropolis, Ghana. - Boadu, Gideon (International Journal of Learning, Teaching and Educational Research, 2014)
This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:I44YNVA2 2405685:BTZJESKM
Keywords: Attitude; History; Perception; Teaching; Technology; ⛔ No DOI found

An Evaluative Study of a Distance Teacher Education Program in a University in Ghana - Sampong, Kwasi Addo (The International Review of Research in Open and Distributed Learning, 2009)
The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.
shortDOI: 10/gf7gv5 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.725 10/gf7gv5 2405685:6GPHTVKC

An Evaluation of the Implementation of Information Technology in Secondary Schools in Kenya - Mbogo, Gracemary; Anne, Onunga; Kirathi, Miriam (Mediterranean Journal of Social Sciences, 2014)
Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p215 10/gj37f2 2339240:4AHCXZ5X 2405685:7TLXRA2N

An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen Christi international high school, Uromi, Nigeria - Imhanlahimi, E. O.; Imhanlahimi, R. E. (Journal of Social Sciences, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2008.11892621 10/ggppsj 2339240:BM5PL29D 2405685:JYCRNIYS

An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers - Oakley, Grace; King, Ronnel; Scarparolo, Gemma (Digital Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KW3JXUFD 2405685:QDANF5S7
Keywords: ⛔ No DOI found

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. - Power, T; Babu, R; Chowdhury, T (BRAC Research and Evaluation Division, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HY6ESF47 2405685:7BA7PQLP

An EMIS for Palestine – the Education Management Information System in the West Bank and Gaza Strip - Sultana, Ronald G. (Mediterranean Journal of Educational Studies, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:Y7HXXPA3 2405685:MPK25NGN
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

An editorial on replication studies and scaling up efforts - Spector, J. Michael; Johnson, Tristan E.; Young, Patricia A. (Educational Technology Research and Development, 2015)
This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-014-9364-3 2339240:IALYW5HK 2405685:FW79IDCD

An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya - Redempta, Kiilu (Journal of Education and Practice, 2012)
Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.
KerkoCite.ItemAlsoKnownAs: 2339240:QGAYFNJL 2405685:74DSLY4X
Keywords: ⛔ No DOI found

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
EdTechHub.Source: 2129771:F7ZRYUZX shortDOI: 10/ghgk6m KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 10/ghgk6m 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

An approach for teaching of national languages and cultures through ICT in Cameroon - Nkenlifack, Marcellin; Demsong, Bethin; Teko, A.; Nangue, Raoul (International Journal of Advanced Computer Science and Applications, 2011)
This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.
KerkoCite.ItemAlsoKnownAs: 10.14569/IJACSA.2011.020701 2405685:7SA8WE8M 4042040:9YX9TSJS

An appeal for practical social justice in the COVID-19 global response in low-income and middle-income countries - Kelley, Maureen; Ferrand, Rashida A; Muraya, Kui; Chigudu, Simukai; Molyneux, Sassy; Pai, Madhukar; Barasa, Edwine (The Lancet Global Health, 2020)
Publisher: The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license KerkoCite.ItemAlsoKnownAs: 10.1016/S2214-109X(20)30249-7 2405685:NRW34U6Q

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-3802.2012.01239.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2012.01239.x 2339240:26Y8P2ER 2405685:SY4KMK35
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation

An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19 - van Cappelle, Frank; Chopra, Vidur; Ackers, Jim; Gochyyev, Perman (International Journal of Educational Development, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102439 2339240:RRVFL86Y 2405685:L6WAUQMA

An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries | IEA.nl - Ingvarson, L; Schwille, J; Tatto, M; Rowley, G; Peck, R; Senk, S (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:CDNP37NW 4042040:5RIUL6JA

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
shortDOI: 10/gf5f7n KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 10/gf5f7n 2339240:8XL5IRCU 2405685:KCMI3HXH
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; Reviewed

An Analysis of COVID-19 Student Learning Loss - Patrinos, Harry Anthony; Vegas, Emiliana; Carter-Rau, Rohan (World Bank, 2022)
COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.
Accepted: 2022-05-05T18:47:54Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10033 2339240:3EFZDWNL 2339240:U5ETV2HF 2405685:HCX28CMA 2405685:K5MNBSW6
Keywords: Coronavirus Impact on Learning; Covid-19 Student Learning Loss; Education; Education Disruption; Educational Inequality; Human Capital Accumulation; Learning Inequality; Pandemic Education Impact; Remote Learning Quality; School Lockdowns; Systematic Education Review

América Latina en PISA 2012: ¿Cómo se desempeñan los varones y las mujeres? - María Soledad, , Bos; Ganimian, Alejandro; Vegas, Emiliana (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5T7CABGZ 2405685:2DI8HWJT

amagoh3dec2008jag2rev1.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:YLRHNVNJ 2405685:TFQTRSRX

Always connected: the new digital media habits of young children - Gutnick, A.; Robb, Michael; Takeuchi, Lori; Kotler, Jennifer (The Joan Ganz Cooney Center at Sesame Workshop, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:S7ATT27X 2405685:UY859QN8

Altruism or Money?: Reducing Teacher Sorting Using BehavioUral Strategies in Peru - Ajzenman, Nicolás; Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Méndez, Carolina (Inter-American Development Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U8EEDFA2 2405685:AQ7PIZ5G

Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2JZ7BV5Y 2339240:2GZ7FD78 2405685:T3XGXGL2

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, FRANCE, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:97HCHUV9 2405685:69679R62

Alternative education: filling the gap in emergency and post-conflict situations - Bethke, Lynne (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:VFT8G57N 2405685:2BNDFIF2

Alternate Education Service Delivery COVID-19 Emergency Response Plan - Ministry of Education (Afghanistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PYWCWDEX 2405685:TWFWHL6J

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
KerkoCite.ItemAlsoKnownAs: 2405685:AALGLPHJ 2405685:JG7HH32A
Keywords: C: Democratic Republic of Congo

Allama Iqbal Open University - Allama Iqbal Open University (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CCT4YGVS 2405685:QXVTKYVN 2405685:T4YJDV6I

All Trials Registered. All Results Reported - AllTrials (AllTrials)
KerkoCite.ItemAlsoKnownAs: 2405685:B43HF4TV

All Tanzania schools reopen amid strict virus protocols - AfricaNews (Africanews, 2020)
The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students.
KerkoCite.ItemAlsoKnownAs: 2339240:T5CCIXD5 2405685:7REVA6GB

All Programmes Recorded, All Outputs Reported - Haßler, Björn; Adam, Taskeen; Blower, Thomas; El-Serafy, Yomna; Kaye, Tom; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista (EdTech Hub, 2021)
previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP
Keywords: AuthorFirst:Haßler; _yl:q

All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge - All Children Reading (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WHDRK6YA 2405685:Y6AIHC5N

All Children Reading: A Grand Challenge for Development [Web Page] - All Children Reading (All Children Reading: A Grand Challenge for Development)
Advancing edtech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. Learn more here.
KerkoCite.ItemAlsoKnownAs: 2405685:GCAP2IJS

All Children Reading: A Grand Challenge for Development [Report] - All Children Reading (USAID; World Vision; Australian Aid)
ACR GCD provides an overview and results of 32 innovations piloted from 2012-2014 to improve early grade literacy in developing countries.
KerkoCite.ItemAlsoKnownAs: 2405685:9J9SWV35

Aliim – Smartphone Schools Program - Aliim.org
KerkoCite.ItemAlsoKnownAs: 2339240:M57TK8HX 2405685:F349LVCL

Alif Ailaan Pakistan District Education Rankings 2015 - Alif Ailaan; SDPI (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:THETL6HZ 2405685:CUGQAVWT

Alarm over teen pregnancies as Kenya ranked third worldwide | Nation - Maichuhie, Kamau (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:885ESW6Z 2405685:AKH9DB7U

Akili Impact Report 2016-2020 DRAFT - Ubongo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:88QFCGMK 2405685:MFVTZYGZ

Akili and Me – Akili and Me Official Site - Akili and Me
KerkoCite.ItemAlsoKnownAs: 2339240:MGA73LHE 2405685:753NNC2V

Akello Digital Classroom | Home - Akello Digital Classroom (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:I89TBIGA

Ajuster l'aide pédagogique aux élèves de langue maternelle Bushinengué, dans les Segpas à l'ouest de la Guyane - Anelli, Serge (La nouvelle revue de l'adaptation et de la scolarisation, 2011)
Publisher: INSHEA KerkoCite.ItemAlsoKnownAs: 2405685:V9YS3VNK 4042040:I5CJDQC6
Keywords: ⛔ No DOI found

AJ&K Education Policy (2021-2030) - Department of Elementary and Secondary Education, Government of Azad government of the state of Jammu and Kashmir (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SKLICSCG 2405685:KFNTR7AS

Airband Initiative: Connecting the unconnected - Connelly, K. (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UJW5C6UZ 2405685:Q4S2F5A6

Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World - Ramalingam, Ben (Oxford University Press, 2013)
It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.
KerkoCite.ItemAlsoKnownAs: 2405685:JI2589JZ

Aid Effectiveness and Policy Ownership - Sobhan, R (Development and Change, 2002)
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-7660.00267 10/dqm388 2339240:4NCLWIGB 2405685:ZMMG5MJL

AI language tools risk scientific diversity and innovation - Nakadai, Ryosuke; Nakawake, Yo; Shibasaki, Shota (Nature Human Behaviour, 2023)
Number: 11 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-023-01652-3 2405685:QIX9ZW5M 2486141:LHWYJQUZ
Keywords: Cultural evolution; Scientific community

AI ethics and learning: EdTech companies’ challenges and solutions - Kousa, Päivi; Niemi, Hannele (Interactive Learning Environments, 2022)
The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI.
Publisher: Routledge _eprint: https://doi.org/10.1080/10494820.2022.2043908 KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2022.2043908 2405685:5DG8ZQ2I
Keywords: Artificial intelligence; EdTech companies; ethical challenges and solutions; ethical sustainability; responsibility

Agile delivery - Service Manual - GOV.UK - GOV.UK (GOV.UK)
How to work in an agile way: principles, tools and governance.
KerkoCite.ItemAlsoKnownAs: 2339240:DSJ9ELBQ 2339240:HVPAJBJU 2405685:7U9S9NSM 2405685:EWWBN56Z 2405685:GIYZQRBW 2405685:MFDEN76D 2405685:NXTJ5CKI 2405685:SLTJ43M6

Agency for the Development of Educational Management (ADEM)
KerkoCite.ItemAlsoKnownAs: 2339240:45TYXMSB 2405685:VATLSGX9

Age appropriate design: a code of practice for online services - Information Commissioner's Office (ICO, 2020)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:7C7U937X 2405685:JQFB2MWY

AfterAccess: ICT access and use in Asia and the Global South - LIRNE Asia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WCW6IF9Y 2405685:LYCBIJZN

AfterAccess: ICT access and use in Asia and the Global South - LIRNEasia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VFQGLJQM 2405685:Q7ERERPN

After School Tutoring: Evidence from a Randomized Control Trial - Islam, Asad; Ruthbah, Ummul (Monash Business School, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY

After COVID-19, let’s reimagine education in Kenya - Zaman, Maniza (2021)
Digital learning should be part of a basic package of essential services for every child
KerkoCite.ItemAlsoKnownAs: 2339240:YEMKMSZT 2405685:4TIDEWQM

African Women in EdTech (WAKE)

African Storybook - African Storybook
KerkoCite.ItemAlsoKnownAs: 2339240:55JZQNG2 2405685:JHBQZWYV

African Languages Today: The Challenge of and Prospects for Empowerment under Globalization - Bamgbose, Ayo (Selected Proceedings of the 40th Annual Conference on African Linguistics, 2011)
Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization
KerkoCite.ItemAlsoKnownAs: 2405685:IEWJWUT3 4042040:3KFY9V4P

Africa: Tanzania — The World Factbook - Central Intelligence Agency - Central Intelligence Agency (Central Intelligence Agency World Factbook website, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z4U5EGRC 2405685:AHC3I8EU

Africa’s Covid-19 opportunity (EdTech Hub, 2020)
Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education. That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707890 2405685:AESZ5WMM 2405685:YER28PCY
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Africa Internet Users, 2020 Population and Facebook Statistics - Internet World Stats: Usage and Population Statistics
EdTechHub.ItemAlsoKnownAs: 2405685:5VVRKC33

Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices - Lai, C-H; Yang, J-C; Chen, F-C; Ho, C-W; Chan, T-W (Journal of Computer Assisted Learning, 2007)
00128 shortDOI: 10/b9gjjp KerkoCite.ItemAlsoKnownAs: 10/b9gjjp 2129771:WLJT7DZ7 2405685:JL2LF9RS

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 2405685:8CTWM5GN
Keywords: ⛔ No DOI found

Affordable online maths tuition: Evaluation report and executive summary. - Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Hampden-Thompson, Gillen; Hewitt, Catherine; Humphry, Deborah; Jefferson, Laura; Mitchell, Natasha; Torgerson, David (Education Endowment Foundation, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:BEA4Y4D2 2405685:J3GWGJX9
Keywords: ⛔ No DOI found

Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane - Sendi, P. P.; Briggs, A. H. (Health Economics, 2001)
Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets.
Number: 7 Publisher: John Wiley and Sons KerkoCite.ItemAlsoKnownAs: 10.1002/hec.639 2339240:SXUMKWQZ 2405685:CQBIWZXP

AEPAM Online Library - Ministry of Federal Education & Professional Training
KerkoCite.ItemAlsoKnownAs: 2339240:YDG22EQY 2405685:S5RMZIAM

AENN Data Utilisation + Dashboard Co-creation Workshop Report - Viamo (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:W3YICELF

Advice, Money, Results - Hedger, Edward; Manning, Nick; Schick, Allen (NYU Wagner, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6DPSXZPA 2405685:UDS636PJ 4656463:YY6I7ZS6

Adverse consequences of school closures - UNESCO (UNESCO, 2020)
School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:N9NK3DJF 2339240:UTNECT36 2405685:35ZWVEZ9 2405685:7UZI77DJ

Advancing Youth Project: Interactive Audio Instruction Program in Liberia - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:A5DU5UUV 2405685:GP68D93N

Advancing learning in formal and informal settings via mobile app technology: where to from here, and how? - Khaddage, Ferial; Muller, Wolfgang; Flintoff, Kim (Educational Technology & Society, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EHC8I8C6 2405685:2XJPAP7V
Keywords: ⛔ No DOI found

Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work - Hennessy, Sara (EdTech Hub, 2021)
This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work. To…
KerkoCite.ItemAlsoKnownAs: 2405685:33PABHJH 2405685:Q8R8G8WG
Keywords: _EdTechHub_Output

Advancing education and speech recognition in Nigeria with AI and machine learning - Agajo, J; Shuaibu, A; Guda, B (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MG5P8U97 2405685:ICPS3L4J

Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman; Waistell, Daniel; Nallo, Michael (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2339240:9A7P2GEI 2339240:PA2CB3JF 2339240:Q3RLYCNW 2339240:TMHE9JIR 2405685:2CEZ2LKN 2405685:9B56X45X 2405685:FAJLNB8S 2405685:KFTXK9K2 2405685:MPRD5RKR 2405685:PGUR927P 2405685:UKHA4WKY 2486141:A5SQMX8T 4656463:XTGYWNYB
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Adoption and use of technology in early education - Blackwell, Courtney K.; Lauricella, Alexis R.; Wartella, Ellen; Robb, Michael; Schomburg, Roberta (Computers & Education, 2013)
The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both ﬁrst-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Uniﬁed Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators’ access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers inﬂuence access to a range of technologies, positive beliefs in children’s learning from technology signiﬁcantly predicted actual use of technology. Overall, the study provides new insight into factors inﬂuencing technology integration speciﬁcally for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.024 2339240:I4HQZHFT 2405685:J5PT4C67

Adolescents (age 10 - 19) presenting with pregnancy at health facilities - Kenya Health Information System (KHIS) (African Institute for Development Policy, 2020)
Rates of adolescent pregnancy are once again on the rise in Kenya. The sudden surge threatens to cut short the pursuit for education and opportunities for especially vulnerable girls in the country.
KerkoCite.ItemAlsoKnownAs: 2339240:PIU8D4N6 2405685:UYBXNF6W

Adolescent problematic internet use and parental mediation: A Bangladeshi structured interview study - Chandrima, Rubaiya Matin; Kircaburun, Kagan; Kabir, Humyon; Riaz, Baizid Khoorshid; Kuss, Daria J.; Griffiths, Mark D.; Mamun, Mohammed A. (Addictive Behaviors Reports, 2020)
Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6%) were classified as having a severe dependency on the internet (cut-off score of >80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.abrep.2020.100288 2339240:JINXJ99U 2405685:39YEHSPC
Keywords: Bangladeshi adolescence; Internet addiction; Internet use behaviors; Parental mediation; Problematic internet use

Adolescent Girls' Education in Crisis Initiative (AGENCI) - Evidence for Gender and Education Resource (EGER)
KerkoCite.ItemAlsoKnownAs: 2339240:N6PKAWFQ 2405685:B6FWELHL

Adolescence in the Time of Covid-19: Evidence from Bangladesh - Baird, Sarah; Seager, Jennifer; Sabarwal, Shwetlena; Guglielmi, Silvia; Sultan, Maheen (2020)
This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people.
KerkoCite.ItemAlsoKnownAs: 2339240:VBAB3NLH 2405685:4FAR45UM

Addressing the Mobile Gender Gap in Pakistan - GSMA (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M5U8DX98 2405685:VNM86856
Keywords: ⛔ No DOI found

Addressing the gender dimensions of school closures - UNESCO Digital Library - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2

Addressing social norms and gender in support of equity in education - UNICEF Eastern and Southern Africa Region (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:SG6H9W5B 2405685:DAVJ78NX

Addressing quality through school fees and school funding - Hall, Katharine; Giese, Sonja (2009)
Accepted: 2014-07-30T08:28:13Z Publisher: Children's Institute KerkoCite.ItemAlsoKnownAs: 2339240:GJJMMNXQ 2405685:C4UF8585 4656463:NXRM4SN2
Keywords: ⛔ No DOI found

Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth - Adam, Taskeen (University of Cambridge, 2020)
The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.
Accepted: 2020-08-24T08:23:28Z shortDOI: 10/ghgk6k KerkoCite.ItemAlsoKnownAs: 10/ghgk6k 2405685:Q835BH7A
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 - Kreimeia, Adam (EdTech Hub, 2020)
We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020. As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708240 2405685:U3A62288
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Adding it up: improving analysis & modelling in central government - Cabinet Office (Cabinet Office, UK Government, 2011)
Context Object: ?url_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.title=Adding+it+up%3A+improving+analysis+%26+modelling+in+central+government&rft.publisher=The+Stationery+Office&rft.type=Document+from+Web&rft.type=NonPeerReviewed&rft.format=application%2Fpdf&rft.identifier=http%3A%2F%2Fdera.ioe.ac.uk%2F6321%2F2%2Fcoiaddin.pdf&rft.identifier=++Cabinet+Office%0A+Cabinet+Office+(Performance+and+Innovation+Unit)%2C+corp+creators.+++Adding+it+up%3A+improving+analysis+%26+modelling+in+central+government.+++++++++++&rft.relation=http%3A%2F%2Fdera.ioe.ac.uk%2F6321%2F Publisher: The Stationery Office KerkoCite.ItemAlsoKnownAs: 2339240:3S4LI4VJ 2405685:EDPSIM4Z

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

Actuemos ya para Proteger el Capital Humano de Nuestros Niños : Los Costos y la Respuesta ante el Impacto de la Pandemia de COVID-19 en el Sector Educativo de América Latina y el Caribe. - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8BGKS5BP 2405685:7QTA3QSU

Activists Beyond Borders: Advocacy Networks in International Politics - Keck, Margeret E.; Sikkink, Kathryn (Cornell University Press, 1998)
Margaret E. Keck and Kathryn Sikkink — Activists Beyond Borders: Advocacy Networks in International Politics
KerkoCite.ItemAlsoKnownAs: 2339240:LC5B5TL4 2405685:ZNHHI4GV

Activating local study-groups for children’s learning—an equitable EdTech response? - Power, Tom (EdTech Hub, 2020)
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707840 2339240:SR6Q67QK 2405685:5ETXZ323 2405685:8RXKC68I 2405685:Q539CZ7X
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (Teaching and Teacher Education, 2002)
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reﬂective approaches. This has undoubtedly inﬂuenced the relatively recent introduction of reﬂective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reﬂective approaches in the training of unqualiﬁed and underqualiﬁed primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reﬂective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reﬂection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.
Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TEEMNCIK 2339240:TQI4YUMP 2405685:Q8N9AGMR 2405685:RPEHPJH5 2405685:UPFKVQ5A 2534378:G446AQHA

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

Achieving World-Class Education in Adverse Socioeconomic Conditions: The Case of Sobral in Brazil - Loureiro, Andre; Cruz, Louisee (World Bank, 2020)
This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.
Accepted: 2020-07-17T20:46:11Z KerkoCite.ItemAlsoKnownAs: 10.1596/34150 2339240:9VQRI5VD 2405685:448M7828 4656463:FPTSMMS3
Keywords: Early Childhood Education; Education; Education Quality; Education Reform; Education for All; Literacy; Primary Education; Secondary Education; Student Performance

Achieving mobile-enabled digital inclusion in Bangladesh - GSMA (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:668LBR98 2405685:W5VR72AL

Achieving gender and youth inclusivity in Malawi through Productive Alliances - Botha, Blessings (2022)
When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.
KerkoCite.ItemAlsoKnownAs: 2339240:E7DG7FBL 2405685:8PTK8M68

Achieving Equality of Student Internet Access Within Schools. - Schofield, Janet Ward; Davidson, Ann Locke (American Psychological Association, 2004)
KerkoCite.ItemAlsoKnownAs: 2339240:XUNMLW9M 2405685:QZQIJ954

Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal - Bagby, Emilie; Swift-Morgan, Jennifer; Niang, Ablaye; Upadhyay, Arjun (Chemonics International, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8AWEL33Y 2405685:7A7UIMZX

Acelera Brasil - Instituto Ayrton Senna (Instituto Ayrton Senna, 2020)
Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências.
KerkoCite.ItemAlsoKnownAs: 2339240:67R8B78H 2405685:NXFDVUHQ

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

Accessible Digital Learning Portal - UNICEF (Accessible Digital Learning Portal)
Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […]
KerkoCite.ItemAlsoKnownAs: 2405685:9HIUAEHX

Accessibility within open educational resources and practices for disabled learners: a systematic literature review - Zhang, Xiangling; Tlili, Ahmed; Nascimbeni, Fabio; Burgos, Daniel; Huang, Ronghuai; Chang, Ting-Wen; Jemni, Mohamed; Khribi, Mohamed Koutheair (Smart Learning Environments, 2020)
The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-019-0113-2 2339240:5YIMEXDX 2405685:2Y4WA5WE

Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - Kiptalam, GK; Rodrigues, AJ (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:3EPLC3Q9 2405685:LRH5W4WW
Keywords: ⛔ No DOI found

Accessibility - Wikipedia (Wikipedia, 2020)
Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).
Page Version ID: 984895511 KerkoCite.ItemAlsoKnownAs: 2405685:UQE9CKPF

Accessibilities | COL - CoL
KerkoCite.ItemAlsoKnownAs: 2405685:UJT88QC9

Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania - Kafyulilo, Ayoub (Education and Information Technologies, 2014)
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-012-9207-y 2339240:XSTQQSQK 2405685:SP36ZFFU

Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy - Akyeampong, Kwame; Rolleston, Caine; Ampiah, Joseph Ghartey; Lewin, Keith M (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5BPYATI 2405685:8UM3DEYF
Keywords: ⛔ No DOI found

Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. - Haßler, Björn (IIEP, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:9ADE7A9P 2129771:A62ZDWFW 2129771:YNRBBDKJ 2405685:Z4IIZ3IE 261451:3WM33AEQ 261495:8IVTDTR9
Keywords: Author:Haßler; Björn-CV-OECS; ⛔ No DOI found

‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory - McLinden, Michael; Douglas, Graeme; Cobb, Rory; Hewett, Rachel; Ravenscroft, John (British Journal of Visual Impairment, 2016)
The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.
KerkoCite.ItemAlsoKnownAs: 10.1177/0264619616643180 2339240:VYF6NRPQ 2405685:Z7DZEAYA
Keywords: Curriculum access; ecological systems theory; specialist teacher; vision impairments

Access to information: A New Promise for Sustainable Development - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TIQ7G37D 2405685:XQQP38SL

Access to electricity (% of population) - Sub-Saharan Africa | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CVGJ4HKR 2405685:7D3MAR35

Access to electricity (% of population) - Kenya | Data - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:I3SNC3T5 2405685:SK9PGHTW

Access to electricity (% of population) - Kenya - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FZJ5Q2NE

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

Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. - Akyeampong, Kwame; Djangmah, Jerome; Oduro, Abena; Seidu, Alhassan; Hunt, Frances (ERIC, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:3J9P3MC2 2405685:AQYBAYCI

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).
KerkoCite.ItemAlsoKnownAs: 2339240:V4Z9QSPV 2405685:9NYHCGPM

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel; Mitchell, Saalim Koomar and Joel, Hasiniavo Rasolohery (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).

Access to and exclusion from primary education in slums of Dhaka, Bangladesh - Cameron, Stuart (2010)
OCLC: 749900177 Consortium for Research on Educational Access, Transitions and Equity KerkoCite.ItemAlsoKnownAs: 2339240:5C85GC9N 2405685:9GI5WMTR

Access and use of internet in teaching and learning at two selected teachers’ colleges in Tanzania - Chirwa, Mussa (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2%) of respondents used the Internet for academic purposes, 61.3% used it for searching news and 50% for communication, slightly more than a half (52%) of the respondents were using Internet for games and entertainments while only (43%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.
KerkoCite.ItemAlsoKnownAs: 2339240:JTNPEQLC 2405685:JRNKD45P
Keywords: ⛔ No DOI found

Access and equity in Open Education Resources: E-learning for girl and women in Bangladesh Open University. - Billah, Masum (2013)
Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-book, cd, DVD etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This research has been carried out to comprehend the situation of women and girls in Bangladesh in terms of E-learning, identify the challenges and opportunities of access to E-learning among women and girls and recommend about further improvement of those systems. The research had been consisted of several stages of analysis. Primarily different e-learning systems have been identified and later the contents have been analyzed to explore whether the topics and knowledge are relevant to women and girls. In the next stage, two groups of girls have been selected as respondent groups among which one group has been selected as user group who are currently using e-learning systems, and other group has non-users group. Comparison between these two groups has helped to identify the challenges that some girls face to use e-learning system and to recognize the factors that facilitated some girls to use the elearning system. In further stage of analysis, information from user’s group has helped to explore about the contents that should be included in the e-learning systems especially for women education, which will ensure a gender balance to use the system. At the end, it is expected that the research can recommend two factors; firstly, how these e-learning system could be more accessible among girls/women through increasing knowledge about the systems, and; secondly, what is required to include in these system to ensure equity to use the system and to gain knowledge from it.
KerkoCite.ItemAlsoKnownAs: 2339240:QQ62CXHP 2405685:IREWUQKV
Keywords: ⛔ No DOI found

Acceptable Use Policy - Hollingworth, Jimmy (Longhill High School, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BJ2YR528 2405685:DF5L4MNY

Acceptable Use Policies for the Internet - Education World
KerkoCite.ItemAlsoKnownAs: 2339240:M3QD5IKP 2405685:P5ZSMY9X

Acceptable Usage Policy - Bishops Diosecan College (Bishops Diosecan College)
KerkoCite.ItemAlsoKnownAs: 2339240:3R9GE8CY 2405685:44LL73FI

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work
KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8

Accelerating STEM capacity: A complex adaptive system perspective - Stephens, Rick; Richey, Michael (Journal of Engineering Education, 2011)
Publisher: Blackwell Publishing Ltd. KerkoCite.ItemAlsoKnownAs: 10.1002/j.2168-9830.2011.tb00020.x 2339240:YKEEYYLJ 2405685:9A6MHRTV

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S

Accelerating Foundational Literacy and Numeracy Through Focus, Measurement, Support and Accountability - Beehary, Girindre (The World Bank)
Today, nine in ten girls and boys in low-income countries (LICs) cannot read with comprehension by their tenth birthday. The pursuit of secondary education, the pathway to employment for the majority of youth in LICs, is thus severely compromised.
KerkoCite.ItemAlsoKnownAs: 2339240:GIKASB66 2405685:BIQHHUTK

Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial - Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin (Journal of Research on Educational Effectiveness, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2021.1969710 2339240:KIHR63ZQ 2405685:SD4K7XXA

Accelerating affordable smartphone ownership in emerging markets - GSMA (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QFFJ8AB6 2405685:JNRV8W9V

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

Accelerated Learning Programmes: What can we learn from them about curriculum reform? - Longden, Ken (UNICEF, 2013)
The purpose of this paper is to present a cross-country analysis of the content and implementation of successful Accelerated Learning Programmes, ALPs. A literature search was conducted to find information on as many ALPs, as possible. This resulted in a matrix displaying key features of ALPs. Using the information from fifteen ALPs where almost complete data was available, an analysis was undertaken to discern the nature of these programmes in terms of providing improved access to learning. Five ALPs covering a range of types were selected for more detailed study. Finally, the lessons learned from ALPs were highlighted; potential implications for reform in the formal system were discussed with particular emphasis on the curriculum and teacher education.
KerkoCite.ItemAlsoKnownAs: 2339240:NDS4HXFZ 2405685:GUAFHF4Y 2405685:N3L7U5B2
Keywords: ⛔ No DOI found

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.
ZenodoArchiveID: 4556941 Note: This item replaced a previous version with DOI 10.5281/zenodo.4071441. PreviousDOI: 10.5281/zenodo.4071441 PreviousDOI: 10.5281/zenodo.4477135 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4556941 10.5281/zenodo.4071441 10.5281/zenodo.4477135 10.5281/zenodo.4556941 2339240:785U4JZJ 2339240:9MZRHWYE 2339240:TQLWMAIZ 2405685:9BWHLEWZ 2405685:I4UFGAQA 2405685:JV5JCGN3 2405685:XNYSHYYD
Keywords: L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Accelerated Education Programs in Crisis and Conflict: Building Evidence and Learning - Baxter, Pamela; Ramesh, Aparna; Menendez, Alicia; North, Lindsay (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UE4JKC88 2405685:2DB7N5CB

Accelerated Education Programming - Educate a Child (2016)
Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZH9EV95S 2405685:X6T6UE7Y

Accelerated Education Programme Youth Education Programme: NRC Education Scale-up and Quality Fund, EdTech for Rapid Response in Acute Emergencies Project - Kipruto, Amos; Denny, Kathleen (Norwegian Refugee Council, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3FEKJXY2 4042040:B3V7LHH4

Academy for Education Planning and Management and Annual Status of Education Report - ASER (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BTUDKTRJ 2405685:EHRF5EK8 2405685:K5DECGEM

Academics who tweet: “messy” identities in academia - Budge, Kylie; Lemon, Narelle; McPherson, Megan (Journal of Applied Research in Higher Education, 2016)
Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JARHE-11-2014-0114 2405685:ZSTRNA6N
Keywords: Academics; Artists; Identity; Narrative inquiry; Social media; Twitter

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review - Brady, Mairead; Devitt, Ann; Kiersey, Rachel A. (British Journal of Educational Technology, 2019)
This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer-reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set-up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.
shortDOI: 10/gf5f7m KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12742 10/gf5f7m 2339240:BGFA2SDN 2405685:DBQ25LCM

Academic Recovery Programmes in the Eastern Caribbean — Literature Review - Haßler, Björn; Adam, Taskeen; Blower, Thomas; Megha-Bongnkar, Ghislaine (Open Development & Education, 2021)
This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 2129771:DZA3GVBD 2405685:MNS7ECK7
Keywords: Author:Haßler; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _yl:b

Academic Recovery Programme: Synthesis of Qualitative Data and High-level Overview - Haßler, Björn; Blower, Thomas; Megha-Bongnkar, Ghislaine; Regis, Callista (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555874 2129771:XAMQ949U 2405685:I9KQL5GV
Keywords: Author:Haßler; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _yl:c

Academic Bridge | Tomorrow's Education Today - Academic Bridge
KerkoCite.ItemAlsoKnownAs: 2405685:RPMTIUIZ

Academic Bridge: is set to transform education system - Atieno, Lydia (The New Times | Rwanda, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9XCSN65E 2405685:8PP2AEWX

Academic achievement, technology and race: Experimental evidence - Fairlie, Robert W. (Economics of Education Review, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2012.04.003 2339240:CHZ2J6S6 2405685:LZFAY4ZT

Absenteeism, transfers and patronage: the political economy of labor markets in India - Béteille, Tara (School of Education, University of Stanford, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:RC4AWY4B 2405685:E9S2AD53

Abracadabra (ABRA) - re-grant | Projects
Project: Abracadabra (ABRA) - re-grant, Testing an online and a paper based version of a balanced approach to reading.
Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2405685:DA5GWSSM

Abracadabra (ABRA) - re-grant - Coventry University (Education Endowment Foundation, 2020)
Project: Abracadabra (ABRA), An online reading programme to improve early literacy
EdTechHub.ItemAlsoKnownAs: 2405685:TQ97C7KI

Abracadabra (ABRA) re-grant - Education Endowment Foundation
Project: Abracadabra (ABRA) - re-grant, Testing an online and a paper based version of a balanced approach to reading.
Library Catalog: educationendowmentfoundation.org.uk EdTechHub.ItemAlsoKnownAs: 2405685:3VVMTQZF

Abracadabra (ABRA) - Coventry University (Education Endowment Foundation, 2019)
Project: Abracadabra (ABRA), An online reading programme to improve early literacy
EdTechHub.ItemAlsoKnownAs: 2405685:VUPTIFAH

Abracadabra (ABRA) - Education Endowment Foundation (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:YLWE42F5

About us | TESSA - TESSA
KerkoCite.ItemAlsoKnownAs: 2405685:M3C27BRB 2405685:N43YX62M

About us - Storybooks Ghana - Storybooks Ghana
KerkoCite.ItemAlsoKnownAs: 2339240:42KKK89S 2405685:AZQ9J7GZ

About Us – Kytabu - Kytabu
KerkoCite.ItemAlsoKnownAs: 2405685:Q9QAM3RD

About Us - ICDL (ICDL Africa)
KerkoCite.ItemAlsoKnownAs: 2405685:2Z66XZVE

About us - Siyavula
KerkoCite.ItemAlsoKnownAs: 2339240:RA6U7AEF 2405685:Z87NWLSH

About us - TESSA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:46UZDFF4

About the Systems Theory in the Field of Education Sciences - Nicolescu, Bogdan N. (2017)
Pages: 165 KerkoCite.ItemAlsoKnownAs: 10.15405/epsbs.2017.05.02.21 2339240:BPJZIK6I 2405685:IJJIKMFT

About the Learning Passport
The Learning Passport is an Online, Mobile, and Offline tech platform enabling high quality, flexible learning
KerkoCite.ItemAlsoKnownAs: 2339240:HACAWQE4 2405685:4FBZ3EWA

About RapidPro - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7V8KQ2R3 2405685:D68XIH4N

About Our Organization (Jusoor)
Jusoor is a US 501c3 NGO of Syrian expatriates supporting the country’s development and helping Syrian youth realize their potential through programs in the fields of education, career development, and global community engagement. As a community of Syrians living around the world working together to launch programs that benefit the Syrian community inside and outside Syria. We are committed to…Read More →
KerkoCite.ItemAlsoKnownAs: 2339240:GPCFZ8Q7 2405685:2IJIM3W8

About IGWG | IGWG - Interagency Gender Working Group (IGWG)
KerkoCite.ItemAlsoKnownAs: 2339240:DZ5G9KA4 2405685:IYZAZIUX

About IDELA - Save the Children, IDELA (IDELA, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:E2PD2ZUF 2405685:YP77AGZ8

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

About DIKSHA - DIKSHA
Publication Title: DIKSHA KerkoCite.ItemAlsoKnownAs: 2339240:5K4BHRPI 2405685:85D99WTC

Abolishing School Fees in Africa: Lessons Learned in Ethiopia, Ghana, Kenya and Mozambique - Birger, Fredriksen; Craissati, Di (The World Bank, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7540-2 2405685:I7PGXI5E

Abigisha n'abiga mu Rwanda babonye ubumenyi bwo kuvuga haba muri Kinyarwanda n'Icyongereza nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi - Niyibizi, Epimaque (Rwanda Journal of Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:X8JG72M9 4042040:IFUVAG58
Keywords: ⛔ No DOI found

ABC
KerkoCite.ItemAlsoKnownAs: 2405685:AMDXBDWI 2405685:SJW2PJBH

A_Systems_Approach_to_Educational_Testin.doc
KerkoCite.ItemAlsoKnownAs: 2339240:5BTY3SHF 2405685:IAPIYAAN

a2i website - a2i
KerkoCite.ItemAlsoKnownAs: 2339240:IIXB7B8P 2405685:WH4GL8JP

a2_-_mad_-_esp_fr.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:NUMGR3RB

A Work Plan for Content Creation - Groeneveld, Caspar; Kibga, Elia; Proctor, Jamie; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses: Peer assessment for performing art courses - Hsia, Lu‐Ho; Huang, Iwen; Hwang, Gwo-Jen (British Journal of Educational Technology, 2015)
In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a control group. The students in the experimental group learned with the web-based peer-assessment approach, whereas those in the control group learned with a web-based streaming video-supported environment. The experimental results showed that, in comparison with the web-based streaming video-supported learning approach, the web-based peer assessment approach could significantly improve the students' performance, self-efficacy and motivation in the performing arts course. In the meantime, it was found that the peer assessment ratings were highly correlated with the teachers' ratings in every performance item; moreover, the performance ratings were highly related to the students' self-efficacy in evaluating peers' work and improving their own work based on peers' comments as well as their intrinsic motivation, showing the effectiveness of the performance scoring rubrics and the peer assessment approach. The satisfaction questionnaire results also revealed that the students who learned with the peer assessment approach were significantly more satisfied with the learning activity than those who learned with the web-based learning approach.
shortDOI: 10/f84xvq KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12248 10/f84xvq 2405685:YWGGD5I8

A typology of reviews: an analysis of 14 review types and associated methodologies - Grant, Maria J.; Booth, Andrew (Health Information & Libraries Journal, 2009)
Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J

A Typology of Learning Profiles: Tools for Analysing the Dynamics of Learning - Kaffenberger, Michelle (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:B9IPCUC4 2339240:WMRDN7LF 2405685:NX2PDMMP