MFDP Provides Clarity on Teachers’ Salaries Payment - Ministry of Finance and Development Planning (Liberia) (2019)
Monrovia, Liberia - The Ministry of Finance and Development Planning clarifies that the government has already paid the salaries of fifteen thousand (15,000) non-MCSS teachers for the month of August, and is now processing their September pay.
Library Catalog: www.mfdp.gov.lr KerkoCite.ItemAlsoKnownAs: 2405685:REVH3VSX

Mezzanine (Vodacom Ghana, 2020)
Library Catalog: www.vodacom.com.gh KerkoCite.ItemAlsoKnownAs: 2405685:THRAXJRK

MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, G.; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fred; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2024)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7783382 ZenodoArchiveConcept: 7783381 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7783382 10.53832/edtechhub.0167 2339240:R9JRWMKC 2405685:6CC8GQZP 2405685:XHJC3W67
Keywords: _r:AddedByZotZen

MEWAKA in Tanzania: Emerging findings on tech-supported teacher professional development - Koomar, Saalim; Massam, Winston; Anthony, Gervace; Mrope, Winifrida; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fredrick; Proctor, Jamie; Komba, Aneth; Mwakabungu, Fika; Barretto, Johnpaul; Barretto, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu and Johnpaul, Saalim Koomar (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.
KerkoCite.ItemAlsoKnownAs: 2339240:AQZAQSU7 2405685:KMN7H8UA

Metis
KerkoCite.ItemAlsoKnownAs: 2405685:BSXQY2NR

Methods for the economic evaluation of health care programmes - Drummond, M.F.; Sculpher, M.J.; Torrance, G.W.; O'Brien, B.J.; Stoddart, G.L. (Oxford University Press, 2005)
KerkoCite.ItemAlsoKnownAs: 2405685:3CXDFTUU 2534378:JH2RIXGZ
Keywords: auto_merged

Methodology for literature reviews undertaken by the EdTech Hub - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Sara Hennessy; David Hollow; Katy Jordan; Kevin Martin; Mary Murphy; Hannah Walker (EdTech Hub, 2019)
An output of the EdTEch Hub
EdTechHub.Copy: 2129771:3GKL5PCI EdTechHub.Copy: 2129771:L2EAYWTN shortDOI: 10/ghgnfq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352101 10.5281/zenodo.3595594 10/ghgnfq 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI
Keywords: LP: English; R:Literature review; systematic review; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _dont_post_PDF; _yl:h; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Methodology for literature reviews - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Blower, Thomas; Brugha, Meaghan; Damani, Kalifa; Hennessy, Sara; Martin, Kevin; Megha-Bongnkar, Ghislaine; Murphy, Mary; Walker, Hannah; Walker, Hannah (EdTech Hub, 2021)
An output of the EdTEch Hub
previousPreviousDOI: 10.5281/zenodo.4557508 PreviousDOI: 10.5281/zenodo.4557508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2405685:ESKCB3SZ 2405685:SRFG8S6C
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Methodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana - Radford, Kate; Ampofo, Rudolph (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7006706 ZenodoArchiveConcept: 7006705 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7006706 10.53832/edtechhub.0155 2405685:VIURCMFU
Keywords: _r:AddedByZotZen

Methodological Guidelines for Education Sector Analysis. Volume 3 | Documents | Global Partnership for Education - GPE (2021)
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in lower-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:LH8ZMZQ6 2405685:B8UBK5Y5 4656463:F393WJPS

Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 10/ggwsgp 2405685:3RWPAK66 2405685:CIMTNSA3 2405685:GC76C27N 2534378:I28YADAU
Keywords: ___working_potential_duplicate; critical questions; literature search; systematic review

Meta-Study of Qualitative Health Research - Paterson, Barbara L.; Thorne, S.E.; Canam, C.; Jillings, C. (2001)
A Practical Guide to Meta-Analysis and Meta-Synthesis
KerkoCite.ItemAlsoKnownAs: 2339240:P758YANY 2405685:LFHQ5544

Meta-Ethnography - Noblit, George W.; Hare, R. Dwight (1988)
Synthesizing Qualitative Studies
KerkoCite.ItemAlsoKnownAs: 2339240:NNXHYU5P 2405685:MRPIRBGH

Meta-Analysis of Gender Equity and Social Inclusion in Primary Education for Teachers in Tanzania: An Assessment of Current Status and Future Directions - Nkya, Henry
KerkoCite.ItemAlsoKnownAs: 2405685:8UJT2YMK

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.
ZenodoArchiveID: 4556938 PreviousDOI: 10.5281/zenodo.4058181 PreviousDOI: 10.5281/zenodo.4477015 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4058181 10.5281/ZENODO.4556938 10.5281/zenodo.4477015 10.5281/zenodo.4556938 2339240:8QFLYEYK 2339240:ATYZFQ8R 2339240:CUBEJEWS 2339240:LCAUL9ZC 2339240:NISQD6JT 2339240:T2Z992XW 2339240:XMQV9Y56 2339240:YGQCMSDP 2405685:2GE8ESCR 2405685:4G8DT7ZB 2405685:4JM6QWPH 2405685:5NMCR3LL 2405685:EQVI8NMV 2405685:IU849P3E 2405685:MMTHETFR 2405685:PY3CXCH9 2405685:QSD5LYSF 2405685:XHBPFYVC 2405685:Z7P9NRWJ
Keywords: Covid-19; LMICs; SMS; Social media; TPD; WhatsApp; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; educational technology; mobile learning; refugee education; teacher professional development; text message; ⛔ No DOI found

Mentorship Community of Practice - FHI360 (2020)
The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development.
KerkoCite.ItemAlsoKnownAs: 2339240:4VDFAJSL 2405685:6S2NXAUD

Mental health and learning: BRAC’s response in Bangladesh during Covid-19 - Ahmad, J; Mariam, E; Sadaf, B; Sarwar, S; Siddique, S; Zaman, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT98ND5A 2405685:S58SFAFK

Meeting them where they are: The use of Twitter in youth civic education - Chapman, A L (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:CU7ZJ7CJ

Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education - Crouch, L (GPE, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
Publisher: GPE KerkoCite.ItemAlsoKnownAs: 2339240:JCMTRFJJ 2405685:EPWQ79FB

Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education - GPE (GPE, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
KerkoCite.ItemAlsoKnownAs: 2339240:QLLLFLC4 2405685:XMDKWKPS 4656463:8GKMQBH2

Meeting the data challenge in education: A knowledge and innovation exchange - Crouch, Luis (Global Partnership for Education, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
KerkoCite.ItemAlsoKnownAs: 2339240:3KBXHSD9 2339240:PYIIMTJL 2405685:FK24U2VZ 2405685:NNIMTDB4 2405685:PCB2NZJ6 2534378:K8UUXZMX
Keywords: ___working_potential_duplicate

Meeting the Data Challenge in Education
KerkoCite.ItemAlsoKnownAs: 2339240:J5LKBFVA 2405685:3CW6N8BS

Meeting the challenges posed by per diem in development projects in southern countries: a scoping review - Samb, Oumar Mallé; Essombe, Christiane; Ridde, Valery (Globalization and Health, 2020)
This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12992-020-00571-6 2339240:MCNG2S7E 2405685:FRYC6H9R 4656463:P6QZDCEC
Keywords: Per diem; Policy dialogue; Reform; West Africa

Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children What works and what doesn’t for an accelerated learning program - IRC (International Rescue Committee, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:H8MY7YJY 2405685:44XRZFQA

Meeting EFA: Reaching the underserved through complementary models of effective schooling - DeStefano, Joseph; Hartwell, A.; Schuh-Moore, A.; Balwanz, D. (Academy for Educational Development (AED), 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:VNT7QNLH 2405685:KLXN3KCY
Keywords: ⛔ No DOI found

Meet us on the phone: mobile phone programs for adolescent sexual and reproductive health in low-to-middle income countries - Ippoliti, Nicole B.; L’Engle, Kelly (Reproductive Health, 2017)
mHealth as a technical area has seen increasing interest and promise from both developed and developing countries. While published research from higher income countries on mHealth solutions for adolescent sexual and reproductive health (SRH) is growing, there is much less documentation of SRH mHealth interventions for youth living in resource-poor settings. We conducted a global landscape analysis to answer the following research question: How are programs using mHealth interventions to improve adolescent SRH in low to middle income countries (LMICs)?
shortDOI: 10/f9pfbz KerkoCite.ItemAlsoKnownAs: 10.1186/s12978-016-0276-z 10/f9pfbz 2405685:HIHE8NIV

Meet the Rwandan innovation for One-Laptop-Per-Child - Bizimungu, Julius (The New Times, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:U6CFZ9UP 2405685:R2ZWT8EX

Medium‐term expenditure frameworks: Credible instrument or mirage? - Raudla, Ringa; Douglas, James W.; MacCarthaigh, Muiris (Public Budgeting & Finance, 2022)
Medium‐term expenditure frameworks (MTEFs) are typically viewed as instruments to expand budget horizons beyond one year and to limit spending growth over the medium term (usually three to ﬁve years). In response to the ﬁscal crisis and EU requirements, many countries in Europe have adopted MTEFs over the past decade. We use elite interviews to examine whether the formal enactment of such frameworks has led to changes in actual budget practices in Finland, Austria, Portugal, and Ireland. Our analysis shows that the newly adopted MTEFs have not acted as binding constraints on ﬁscal policy.
KerkoCite.ItemAlsoKnownAs: 10.1111/pbaf.12316 2339240:VLSE5332 2405685:CA7W243U 4656463:XX3NQTAZ

Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia - Barrera-Osorio, Felipe; Linden, Leigh L.; Saavedra, Juan E. (American Economic Journal: Applied Economics, 2019)
In 2005 the city of Bogota, Colombia, introduced three conditional cash transfer programs for secondary schooling, randomly assigning socioeconomically disadvantaged students to different payment structures. We show, through administrative data, that forcing families to save one-third of the transfer increases long-term human capital accumulation by means of additional tertiary education—which is not incentivized—, casting doubt on conditionalities as a driving mechanism. Directly incentivizing on-time tertiary enrollment does no better than forcing families to save a portion of the transfer. Whereas forcing families to save increases enrollment in four-year universities, incentivizing tertiary enrollment only increases enrollment in low-quality colleges.
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170008 2405685:Q5ED3LVK
Keywords: Education; Financial Aid; Returns to Education; Human Capital; Household Saving; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Migration; Occupational Choice; Personal Finance; State and Local Government: Health; Public Pensions; Analysis of Education; Educational Finance; Skills; Welfare

Mediamarx: Voice to the Voiceless - Kaliyadan, Ratheesh (Kheda Communication Project, 2012)
Library Catalog: Blogger KerkoCite.ItemAlsoKnownAs: 2339240:X9IWRA2P 2405685:9JZUB7I3 4803016:68RW7YXR

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia - Maldonado-Carreño, Carolina; Yoshikawa, Hirokazu; Escallón, Eduardo; Ponguta, Liliana Angelica; Nieto, Ana María; Kagan, Sharon Lynn; Rey-Guerra, Catalina; Cristancho, Juan Camilo; Mateus, Angy; Caro, Luz Angela; Aragon, Carlos Andrés; Rodríguez, Ana María; et al. (Child Development, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1111/cdev.13665 2339240:6V59Z928 2405685:GPHJQQ57

Measuring the Information Society Report 2018 – Volume 2: Country Profile_Senegal - International Telecommunications Union (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2BP8IRAP

Measuring the Impact of COVID-19 on Learning in Rural Kenya’ by Whizz Education (April 2021 - Whizz education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:3A29VK33 2405685:MP8QB9LZ

Measuring the Impact of COVID-19 on Education in Pakistan - ASER (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BCG436IW 2405685:8TYDD3BX

Measuring the impact of COVID-19 on education in Pakistan - Idara-e-Taleem-o-Aagahi (Islamabad, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2FKH8MX9 2405685:LXSIR7IK

Measuring the creation of a participatory and respectful environment for children provides - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
KerkoCite.ItemAlsoKnownAs: 2339240:LSDA8XQ9 2405685:ARZE4W4U
Keywords: CitedIn:eCubed; eCubed

Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers - Henaku, Christina Bampo; Pobbi, Michael Asamani (Journal of Education and Practice, 2017)
Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers–and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2339240:26FQF7T2 2405685:TZV9EH2V 2405685:XV256FAE 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47
Keywords: Behavior Change; Classroom Techniques; Comparative Analysis; Conventional Instruction; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Teachers; Foreign Countries; Ghana; Intermode Differences; Multidimensional Scaling; Questionnaires; Statistical Analysis; Teacher Surveys; Teaching Skills; Training Methods; __:import:01; __:match:final; __:matched; __:study_id:2096069; __finaldtb; ⛔ No DOI found

Measuring student engagement in technology-mediated learning: a review - Henrie, Curtis R.; Halverson, Lisa R.; Graham, Charles R. (Computers & Education, 2015)
Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.09.005 2339240:HL9U2TRE 2405685:IV4JC5GW

Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Dowd, Amy Jo; Pisani, Lauren; Borisova, Ivelina (Early Childhood Research Quarterly, 2017)
The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2017.05.001 2339240:PIGF2J6S 2405685:LC8IVTXX
Keywords: Ethiopia; Factor analysis; Measurement invariance; School readiness; Sub-Saharan Africa

Measuring Gender Equality in Science and Engineering : The SAGA Toolkit - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:RSVH2MRM 2405685:76CAR4GW

Measuring Gender Equality in Education: Lessons from Trends in 43 Countries - Psaki, Stephanie R.; McCarthy, Katharine J.; Mensch, Barbara S. (Population and Development Review, 2018)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/padr.12121 SHORTDOI: 10/ggx3q9 shortDOI: 10/ggx3q9 KerkoCite.ItemAlsoKnownAs: 10.1111/padr.12121 10/ggx3q9 2405685:FNSXZD9G

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language - Parvez, Komal; Khan, Muzafar; Iqbal, Javed; Tahir, Muhammad; Alghamdi, Ahmed; Alqarni, Mohammed; Alzaidi, Amer Awad; Javaid, Nadeem (2019)
Technology plays an important role in our society, especially in the ﬁeld of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (ﬂash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The ﬁndings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proﬁciency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a signiﬁcant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.
KerkoCite.ItemAlsoKnownAs: 10.3390/su11113064 2339240:PJGV4NQP 2405685:A5XR2HFD

Measuring Effect Of Culturally Responsive Learning Environment For Computing Education In African Context - Anohah, E.; Suhonen, J. (Problems of Education in the 21st Century, 2016)
A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education.
Num Pages: 6-17 Place: Šiauliai, Lithuania Publisher: Scientia Socialis Ltd. KerkoCite.ItemAlsoKnownAs: 2339240:NDTXNUSL 2405685:CGVLYAKH
Keywords: Oware game; computer achievement; computer attitude; indigenous knowledge; integrationist approach; object-oriented concepts; ⛔ No DOI found

Measuring digital development: Facts and figures 2019 - ITU (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9SG4ANLJ 2405685:AT4EB7GV

mCourser (2020)
Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...
KerkoCite.ItemAlsoKnownAs: 2339240:S2U7CGP6 2405685:C56IM6XG

Maximising the performance of education systems: The case of teacher absenteeism - Patrinos, Harry; Kagia, Ruth (The Many Faces of Corruption: Tracking Vulnerabilities at the Sector Level, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:YR6LJPJT 2405685:3UN8AR43

Mavis Education | Home - Mavis Education (Mavis Education, 2020)
Mavis Talking Books™ & Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […]
Library Catalog: maviseducation.com EdTechHub.ItemAlsoKnownAs: 2405685:3ALTGRM6

Mauritania Fact Sheet - UNHCR (UNHCR, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ICIFFS2I 2405685:LTRG5KDJ

Matuto, Magbasa, Maglaro: Learning to read braille through play - Lopez, Rhianne M.; Pinder, Shane D.; Davies, T. Claire (Assistive Technology, 2019)
In September 2016, Digital Learning for Development and All Children Reading released a “Grand Challenge for Development” urging researchers to explore the barriers that children with sensory disabilities in the Philippines face with respect to learning how to read. We sought to address one component of this challenge; engagement of persons with visual impairment in learning how to read in braille. The primary goal of this study was to engage in the co-design process to create a device to help young children with visual impairments learn to identify letters and short words in braille as a first step to reading.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2019.1619633 2339240:KXPZKZ2F 2405685:Z3DSW4V3

Mathshop - Mathshop
KerkoCite.ItemAlsoKnownAs: 2339240:2S58RSBM 2405685:QRZFBIDY

Mathematics from the Beginning: Evaluating the Tayari Preprimary Program’s Impact on Early Mathematics Skills - Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (Global Education Review, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:2K55E3J4 2405685:7NRLGDDC
Keywords: ⛔ No DOI found

Mathematics from the beginning: Evaluating the Tayari preprimary program’s impact on early mathematics skills - Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (Global Education Review, 2018)
Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2339240:NZYMKPRM 2405685:FE8S3EHI
Keywords: Sub-Saharan Africa; ⛔ No DOI found

Mathematics Education in Sub-Saharan Africa: Status, Challenges, and Opportunities - Bethell, George (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:RLWDJUUB

Mathematics Education and Technology-Rethinking the Terrain: The 17th ICMI Study - Hoyles, Celia; Lagrange, Jean-Baptiste (Springer US, 2010)
Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4419-0146-0 2339240:WT42ZDIR 2405685:IXWTT5D6

Mathematics Education and Accessible Technologies for Visually Impaired Students in Bangladesh - Nahar, L; Jaafar, A; Sulaiman, R (Badioze Zaman H. et al. (eds) Advances in Visual Informatics. IVIC 2017. Lecture Notes in Computer Science, vol 10645, 2017)
The learning process for the visually impaired students (VIS) is complicated because they are unable to get visual information. A lot of challenges and problems these VIS are facing to get education, especially in studying Mathematics. As a developing country, Bangladesh cannot afford for the costly Mathematics learning tools for VIS. The objective of this study is to analyze the current scenarios of learning Mathematics in different types of blind schools in Bangladesh. A survey is conducted in all three types of schools in order to achieve the objective. The survey was based on questionnaire comprising questions related to Mathematics learning, examination methods and learning difficulties. Survey results shows that they follow Braille system for reading and writing; however, they cannot write in Braille in the final examination. Taylor frame and abacus are the only options for counting numbers. This paper also tries to propose some key points to improve the current Mathematics learning process for the blind students.
KerkoCite.ItemAlsoKnownAs: 2339240:S7ZDF3ZX 2405685:FU3UTF9E
Keywords: ⛔ No DOI found

Mathematical modelling in teacher education: dealing with institutional constraints - Barquero, Berta; Bosch, Marianna; Romo, Avenilde (ZDM: The International Journal on Mathematics Education, 2018)
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem–the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity–and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints–most of them beyond the scope of action of teachers and students and not approached by previous research–hindering the integration of mathematical modelling in current secondary schools.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2339240:4YXECT54 2405685:2GGB99HT 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399
Keywords: Anthropological theory of the didactic; Barriers; Case Studies; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Ecological Factors; Ecology; Foreign Countries; Functions; Inservice Teacher Education; Institutional constraints; Instructional Design; Mathematical Models; Mathematical modelling; Mathematics Teachers; Mexico; Online Courses; Prediction; Regression (Statistics); Social Media; Study and research path; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2095891; __finaldtb

Materiales de formación en los campos de la planificación y de la administración de la educación y de las construcciones escolares - UNESCO (UNESCO Digital Library, 1985)
KerkoCite.ItemAlsoKnownAs: 2405685:S5H86KHG 4042040:83D3CEF3

“Matching Person & Technology (MPT) Model” for Technology Selection as Well as Determination of Usability and Benefit from Use - Martinez, A. P.; Scherer, M. J. (Living in the State of Stuck, 2018)
Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115).  Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987)  Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701)  Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783)  Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801)  Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767)  Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies.
KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.23218.50889 2339240:93CVYV3N 2405685:G8RXEBKN

Master plan for information and communication technology in education (2012-2021) - Ministry of Education (Ministry of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:TPN6776P 2405685:C2QYAICR

Master Plan for Information and Communication Technology in Education (2012-2021) - MoE (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:9HILNTF3 2405685:MNN7P3J6

Master plan for ICT in education in Bangladesh (2012-2021): Progress Review Report 2019 - MoE (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JAJI53M3 2405685:QPP65VTW

Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya - Wambugu, Patriciah W. (Universal Journal of Educational Research, 2018)
This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching.
Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 10/gf622k 2339240:FWBVWVA2 2405685:ARBG7E6A
Keywords: Educational Quality; Faculty Development; Foreign Countries; Information Technology; Online Courses; Teacher Education; Teacher Educators; Teacher Effectiveness

Maslow's Hierarchy of Needs Explained - Hopper, Elizabeth (ThoughtCo, 2020)
Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs.
Section: ThoughtCo KerkoCite.ItemAlsoKnownAs: 2339240:TCAFPM4Z 2405685:2226Y3Z9

Maryville begins issuing student-owned digital diplomas - Maryville University (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:DGIEZVR3 2405685:SMRTPUUI

marginalised-girls - Naylor, Ruth; Gorgen, Kristine
KerkoCite.ItemAlsoKnownAs: 2405685:DXRV35VD 2405685:IAD6EWKT
Keywords: ⛔ No DOI found

Mapping the Mixed Methods-Mixed Research Synthesis Terrain - Sandelowski, Margarete; Voils, Corrine I.; Leeman, Jennifer; Crandell, Jamie L. (Journal of Mixed Methods Research, 2012)
Mixed methods-mixed research synthesis is a form of systematic review in which the findings of qualitative and quantitative studies are integrated via qualitative and/or quantitative methods. Although methodological advances have been made, efforts to differentiate research synthesis methods have been too focused on methods and not focused enough on the defining logics of research synthesis-each of which may be operationalized in different ways-or on the research findings themselves that are targeted for synthesis. The conduct of mixed methods-mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration. Neither logic is preferable to the other nor tied exclusively to any one method or to any one side of the qualitative/quantitative binary. © The Author(s) 2012.
KerkoCite.ItemAlsoKnownAs: 10.1177/1558689811427913 2405685:QCKXRTKE 2405685:QWALTZQ5
Keywords: ___working_potential_duplicate; aggregation; configuration; mixed research synthesis; systematic review

Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database - Rose, Pauline; Downing, Pheobe; Asare, Samuel; Mitchell, Rafael (Zenodo, 2019)
This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.
shortDOI: 10/ggjnpx KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3242314 10/ggjnpx 2339240:PEDMUGX2 2339240:QGS6S4IS 2405685:JA5F2U7R 2405685:ZM2IB7JE
Keywords: Reviewed; _zenodoOTHER

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2339240:GXUF5TA5 2339240:HHY6M835 2339240:SUEMN855 2405685:8S3IIB2B 2405685:EE9QCGHI 2405685:Q7YZW4YW 2405685:RN79UTQY 4656463:GIIQKETU 4656463:Y8LQGZWY
Keywords: _r:AddedByZotZen

Mapping teacher distribution analysis with digitation technology implementation to improve education management in Bengkkulu City - Nirwana, Nirwana; Vatresia, Arie; Utama, F.P (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WPX77ITN 2405685:92SJIVRG
Keywords: ⛔ No DOI found

Mapping research and innovation in the Republic of Malawi - UNESCO Digital Library - Lemarchand, Guillermo A.; Schneegans, Susan (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:2CHYB5HH 2405685:NLXSMGMX

Mapping Open Educational Resources Around The World - Trucano, Michael (2012)
In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ...
KerkoCite.ItemAlsoKnownAs: 2405685:XII9NCPC

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR
Keywords: _r:AddedByZotZen

Mapping National Digital Learning Platforms - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo. Rasolohery (EdTech Hub, 2023)
This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6980271 ZenodoArchiveConcept: 6980270 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6980271 10.53832/edtechhub.0109 2405685:HPWRQP7M
Keywords: _r:AddedByZotZen

Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN

Mapping gender equality in STEM from school to work - Alam, Andaleeb; Tapia, Ingrid Sanchez
KerkoCite.ItemAlsoKnownAs: 2339240:9ZSWH4KA 2405685:N7Z4J6BS
Keywords: ⛔ No DOI found

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HAKTFJKU 2405685:YPE9D2W3

Mapping education data in sub-Saharan Africa - Lawson, Laté; Heady, Lucy (Education Sub Saharan Africa (ESSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HC6RUIMQ 2339240:MTMGPY6E 2405685:3GG5SPKY 2405685:TT9S4YV2 8836279:77XCCW4B 8836279:PNHCGL86 8836279:S2UPNP2W 8836279:TRTQSCA2

Mapping EdTech interventions within the Ministry of Education of Ghana. Preliminary Data - Ampofo, Rudolph; Korboe, David; Radford, Kate; Mazari, Haani (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6722859 10.53832/edtechhub.0099 2405685:3VQU7QGJ
Keywords: _r:AddedByZotZen

Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5
Keywords: _r:AddedByZotZen

Mapeo y análisis de programas EdTech en América Latina y el Caribe - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE
Keywords: _r:AddedByZotZen

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

Manual on sources and methods for the compilation of COFOG Statistics : Classification of the Functions of Government (COFOG) - Eurostat (European Commission, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:EE2PEJ2Z 2405685:ZQPCFEZB

Mango Tree Literacy Labs’ Radio Programme Sandbox - Esbeck, Craig; Oloa, Charles; Brown, Victoria; Plaut, Daniel; Salami, Taiye (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4747475 2405685:RIPJWUDB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Managing the Paradox of PublicPrivate University Funding: Bangladesh Context - Hossain, M; Hoque, M
KerkoCite.ItemAlsoKnownAs: 2339240:VXENFI2S 2405685:KXCCZ3EA

Managing School Internal Mechanisms for Performance Improvement in Secondary Education: Case of Six Secondary Schools in Eastern Zone in Tanzania - Chua, C. L.; Mosha, H. J. (SAGE Open, 2015)
Number: 4 Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2158244015610172 2339240:VUQAIBPJ 2405685:5YIWKPDK

Managing for results in primary education in Madagascar: evaluating the impact of selected workflow interventions - Lassibille, Gérard; Tan, Jee-Peng; Jesse, Cornelia; Van Nguyen, Trang (The World Bank Economic Review, 2010)
The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.
KerkoCite.ItemAlsoKnownAs: 10.1093/wber/lhq009 10/b4x2w7 2339240:TMEVVJHD 2405685:TUKPX44V

Managing Education Systems During COVID-19: An Open Letter to A Minister of Education - Mundy, Karen; Hares, Susannah (Center For Global Development, 2020)
The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758

Managing education in the digital age: Policy brief - Pathways for Prosperity Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4JH3AW9R 2405685:25L92L73

Management of Vehichle Architecture Parameters - Toepfer, F; Naumann, T (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8SLGFT58 2405685:3PEZQSSD
Keywords: ⛔ No DOI found

Malaysia – Empowering teachers to deliver blended learning after school reopening - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P

Malaysia Data Protection Overview - Ping, Jillian Chia Yan (DataGuidance, 2021)
June 2021 1. Governing Texts Data protection in Malaysia is primarily governed by the Personal Data Protection Act 2010 ('PDPA') and its subsidiary legislation as outlined below. The PDPA purports to safeguard personal data by requiring data users to comply with certain obligations and conferring certain rights to the data subject in relation to his personal data. 1.1. Key acts, regulations, directives, bills Primary Legislation Prior to 2010, the regulation of personal data was governed mainly by industry specific legislation.
KerkoCite.ItemAlsoKnownAs: 2339240:AVKSZT94 2405685:P7QN448B

Malawian youths offer solutions to COVID-19 challenges in their communities - UNICEF (UNICEF)
KerkoCite.ItemAlsoKnownAs: 2339240:5PHDIHMV 2339240:KNG6JLP5 2405685:FT2PFK2E 2405685:M9Y9QQ48

Malawi World Bank Approves $100 Million to Improve Skills Development Programs Press Release - World Bank (2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:U7C5Y7FU 2405685:YAAV4TE4
Keywords: auto_merged

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:P7XWBIFX 2405685:28VJ9MRA

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:YAAV4TE4

Malawi Vision 2063 Document - National Planning Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR

Malawi Teacher Professional Development Support Program: Baseline Report - USAID (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UVTM7PAJ 2405685:ECQAAQQY

Malawi Social Cash Transfer Programme Strategic Plan 2022 - 2027 - Government of Malawi; UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NNGIVX4W 2405685:XXEGUPKH

Malawi’s leading provider of prepaid, postpaid mobile, & 4G services. Recharge your prepaid mobile & pay your postpaid bills online. - Airtel (Airtel)
Library Catalog: www.airtel.mw KerkoCite.ItemAlsoKnownAs: 2405685:VCJ3J92U

Malawi Overview - World Bank (World Bank, 2021)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.
KerkoCite.ItemAlsoKnownAs: 2339240:JPCM7M8E 2405685:ZFIJNHAT

Malawi National Reading Program Baseline Assessment - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3K76PDGT 2405685:ZVFGHAT3

Malawi National ICT for Development (ICT4D) Policy - Government of Malawi (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:GDT8RMBE 2405685:PT3CV2YM
Keywords: ⛔ No DOI found

Malawi ICT and Digitalization Policy Roadmap 2022-2026 (Draft) - The Presidential Delivery Unit Digitalization Labs (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7X7ND37 2405685:VAIVNKWI

Malawi Growth and Development Strategy (MGDS-III) 2017–2022 - Government of Malawi (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:99BEMNP3 2405685:8AV66KVR

Malawi GDP - Gross Domestic Product 2021 (countryeconomy.com)
KerkoCite.ItemAlsoKnownAs: 2339240:M4SZE7YI 2405685:2QJE4YI5

Malawi – Fifth Integrated Household Survey 2019-2020 - National Statistical Office (World Bank Microdata Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP

Malawi: Education Statistics - UNESCO Institute for Statistics (2021)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK

Malawi Education Sector Analysis - Malawi Ministry of Education, Science, and Technology, Malawi (Government of Malawi, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D5NERCHI 2405685:UKTVQWTU

Malawi Education Rights - UNESCO (UNESCO, 2022)
UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in education, the sciences, culture and communication. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. Serving as a laboratory of ideas, UNESCO helps countries adopt international standards and manages programmes that foster the free flow of ideas and knowledge sharing. In this spirit, it develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education. By promoting cultural heritage and the equal dignity of all cultures, it strengthens bonds among nations. UNESCO fosters scientific programmes and policies that support development and cooperation. UNESCO stands up for freedom of expression, as a fundamental right and a key condition for democracy and development.
KerkoCite.ItemAlsoKnownAs: 2339240:TDR9FIDZ 2405685:RPICI3GC

Malawi Economy: Population, GDP, Inflation, Business, Trade, FDI, Corruption - The Heritage Foundation (2022)
Learn more about the Malawi economy, including the population of Malawi, GDP, facts, trade, business, inflation and other data and analysis on its economy from the Index of Economic Freedom published by The Heritage Foundation.
KerkoCite.ItemAlsoKnownAs: 2339240:V32U7VEA 2405685:WDLTPYAE

Malawi Economic Outlook - African Development Bank (African Development Bank - Building today, a better Africa tomorrow, 2019)
Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7% from 5.7 % in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying.
Publisher: African Development Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:QAWBXWAY 2405685:XKHR65LI

Malawi Economic Monitor : Investing in Digital Transformation - Hettinger, Patrick Shawn; Mboob, Ida S,; Robinson, DanielleSimone; Nyirenda, Yalenga Loraine; Galal, Rami Mikko Ahmed; Chilima, Efrem Zephnath (World Bank, 2021)
Malawi Economic Monitor : Investing in Digital Transformation (English)
KerkoCite.ItemAlsoKnownAs: 2339240:4E283TFK 2405685:A54C4DV2

Malawi - Adolescents Out Of School (% Of Lower Secondary School Age) - 2022 Data 2023 Forecast 1999-2019 Historical - Trading Economics (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:B2EZI8AS 2405685:TDW3BSQ3

Malawi - LNGB Consortium
KerkoCite.ItemAlsoKnownAs: 2339240:NNDLYW32 2405685:8WX9B2SD

Malala Fund releases report on girls’ education and COVID-19 | Malala Fund Newsroom - Malala Fund (Malala Fund | Newsroom, 2021)
Our latest report reveals the pandemic's lasting effects for the most marginalised girls.
KerkoCite.ItemAlsoKnownAs: 2339240:5TFZT53N 2405685:6YT5WWUX

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

Making Vision 2041 a Reality: Perspective plan of Bangladesh 2021-2041 - Ministry of Planning (Ministry of Planning,Government of the People’s Republic of Bangladesh, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PCSGGS87 2405685:T9BWKY5Z

"Making visible" inequity: Remote learning with technology during Covid-19 - Crompton, Helen; Jordan, Katy; Wilson, Samuel; Nicolai, Susan (NORRAG)
KerkoCite.ItemAlsoKnownAs: 2405685:ADTLVJKG
Keywords: ⛔ No DOI found

Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners - Ritchhart, Ron; Church, Mark; Morrison, Karin (Jossey-Bass, 2011)
"Visible Thinking is a research-based approach to teaching thinking that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is an extensive and adaptable collection of practices that include thinking routines and the documentation of student thinking. The routines are a central element of the practical, functional and accessible nature of Visible Thinking. Thinking routines are easy to use mini-strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. Each routine targets a different type of thinking and by bringing their own content, teachers can integrate the routines into the fabric of their classrooms. Thinking Routines help direct student thinking and structure classroom discussion. Thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon"–
KerkoCite.ItemAlsoKnownAs: 2405685:LBY7LB9L
Keywords: Cognition in children; Critical thinking; EDUCATION / Teaching Methods & Materials / General; Study and teaching; Thought and thinking

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR
Keywords: NULP; ___working_potential_duplicate

Making the grade: The sensitivity of education program effectiveness to input choices and outcome measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2021)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2021)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca (Jason Kerwin, 2020)
Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93
Keywords: C:Uganda; NULP; ___working_potential_duplicate

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca L. (SSRN Electronic Journal, 2018)
shortDOI: 10/ghgn5h KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3002723 10/ghgn5h 2405685:NY5IKG96
Keywords: _C:Australia AUS; _C:Chad TCD; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Mexico MEX; _C:Spain ESP; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

Making Teacher Policy Work - World Bank (World Bank Group, 2023)
Making Teacher Policy Work (English)
KerkoCite.ItemAlsoKnownAs: 2339240:JJX4HP9E 2405685:FHQTPVFS

Making sense of bitcoin, cryptocurrency and blockchain - PwC (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:P8J8VMLH 2405685:S5J77WM6

Making Schools Inclusive: How change can happen (Save the Children UK, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:LDSPRXL5 2405685:UE78R5FZ

Making Schools Inclusive How change can happen - Pinnock, H; Lewis, I (Save the Children UK, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:MR5PYRAQ 2405685:NZTF5XG9

Making mobile learning work: case studies of practice - Traxler, J.; Wishart, J. (ESCalate, HEA Subject Centre for Education, University of Bristol, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 2405685:E7FQNGFX

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

Making Kolibri an All-Around Inclusive EdTech - Matic, Radina (Medium, 2018)
Interactive Components, Documentation and Beyond
EdTechHub.ItemAlsoKnownAs: 2405685:6ZBP3PUP

Making innovation work for girls and women in Tanzania, Tanzania: HDIF, 2017 - Bangser, Maggie; Davies, Emma; Lähde, Kristiina; McGinty, David (HDIF Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZALEY47R 2405685:T32KPMWC

Making ‘Impact Factor’ Impactful: Universities, Think Tanks and Policy Research in Pakistan - Naveed, Arif; Suleri, Abid Q. (Think Tank Initiative, 2015)
Publisher: Think Tank Initiative KerkoCite.ItemAlsoKnownAs: 2339240:5Z6JYT8R 2405685:QKLMBUHE
Keywords: ⛔ No DOI found

Making great strides yet a learning crisis remains in Tanzania: Results of the SDI and SABER service delivery surveys - Trako, Iva; Molina, Ezequiel; Asim, Salman (The World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SNZ3GBER 2405685:V4XEV62U

Making government as a platform real - Loosemore, Tom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:M95LD3KM 2405685:3L2FR4LM 4656463:W3T7J3V6

Making Ghanaian Girls Great (Varkey Foundation, 2018)
The MGCubed Project uses solar-powered and satellite-enabled distance learning infrastructure to deliver interactive learning sessions to students, teachers, communities and government officials.
Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:6EV93QSQ

Making EdTech Systematically Reach the Last Mile - Central Square Foundation
When technology first began to be used in schools, it was limited to setting up computer labs to equip students with basic computer skills. Since then, EdTech interventions have evolved from their earlier, more limited avatar. In their current version, they take the form of advanced solutions that are designed to support and enhance teacher-led learning and improve student outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:R2FLJ9F6 2405685:BIREHMJ2

Making a difference with smart tablets - Price, Amy (Teacher Librarian, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 2405685:L7LER484
Keywords: ⛔ No DOI found

Making a difference: M & E of policy research - Hovland, Ingie (Overseas Development Institute, 2007)
OCLC: 500676766 KerkoCite.ItemAlsoKnownAs: 2339240:ICAZ93Q5 2405685:AUEA75GB

Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach - MacLean, Robert; Sen, Kunal (Research Evaluation, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1093/reseval/rvy026 2405685:3ZCA5Q9I 2405685:RQH3MJ5X 2534378:937GVQ39
Keywords: ___working_potential_duplicate

Makhalidwe Athu - Creative Association International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR

Makhalidwe Athu - Makhalidwe Athu
All Stories must be less than 480 characters
KerkoCite.ItemAlsoKnownAs: 2339240:VG862UVA 2405685:GA2C5W7X

Makani centres – a safe space to learn and make new friends
Aisha and Yasmeen, from diverse backgrounds and speaking different languages, learn to understand each other
KerkoCite.ItemAlsoKnownAs: 2405685:AMJZ6C33

Majorities in sub-Saharan Africa own mobile phones, but smartphone adoption is modest - Silver, L; Johnson, C (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
Library Catalog: www.pewresearch.org Section: Publications EdTechHub.ItemAlsoKnownAs: 2405685:HK8TBZ3W

Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Page, Ella; Naylor, Ruth; Jones, Charlotte; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU

Mainstreaming Equity in Education - Omoeva, Carina (FHI 360 Education Policy and Data Center / Education Equity Research Initiative, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:KQK6D75U 2405685:HP39R2WL

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of 'Teaching at the Right Level' in India - Banerjee, Abhijit V.; Banerji, Rukmini; Berry, James; Kannan, Harini; Mukerji, Shobhini; Walton, Michael (National Bureau of Economic Research Working Paper No. 22746, 2016)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 2405685:DJ6CUVFB 4042040:GUZPRGAM

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 10.3386/w22746 2339240:3FN7KNY9 2339240:9ZHN4D7Y 2339240:LV86BN65 2339240:MV4YEA5H 2339240:ZHK98NL7 2405685:9WZ9WKDD 2405685:CVNYTCCU 2405685:GVGW8XZ2 2405685:IV47HTVT 2405685:LEGZTSPV 2405685:SCRBWPAQ 2405685:WLHXYFPY 2534379:AFKBDWJ8
Keywords: C:India; Education; India; ___working_potential_duplicate

Maine’s middle school laptop program: Creating better writers - Silvernail, David L; Gritter, Aaron K (Gorham, ME: Maine Education Policy Research Institute, 2007)
00079 KerkoCite.ItemAlsoKnownAs: 2129771:KSDKETRQ 2405685:62DD3BB5

Magufuli asks Tanzania's teachers, parents to cane students - AfricaNews (Africanews, 2019)
Critics, including the local government minister, had said the official violated the students’ human rights because they had not been given a fair trial, and only teachers or headmasters are authori
KerkoCite.ItemAlsoKnownAs: 2339240:9F7R53TR 2405685:P4Y87VSG

Magoha Releases Final School Calendar - Otieno, Imran (Kenyans.co.ke, 2020)
Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:VCWQYWC6 2405685:5WXBMFXN

Madagascar, 2018: Mass Media, Communication et Internet - Multiple Indicator Cluster Surveys (UNICEF; instat, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:7U72TRPS

M-Shule - Together we learn, together we succeed - M-Schule LTd (2018)
M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa
Library Catalog: m-shule.com KerkoCite.ItemAlsoKnownAs: 2405685:SBPUP4HV

M-Shule LEAD Toolkit: Learn, Evaluate, Activate, Data - M-Shule (2022)
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:U9I4ADKV 2405685:JVWSXCRL

M-Shule
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:I3VUX7P7 2405685:GPUD38TM

M-Shule - M-Shule
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:TZPRLYZP 2405685:W7AUGT3C

M-Lugha: Improving Student’s Access to Literacy and Numeracy by using Local Language Instruction in Northern Kenya - Cordeiro, Paula (Global Ed Leadership, 2021)
Abdinoor Alimahdi is a former telecommunications engineer from Kenya. He is an Award winning EdTech innovator and social entrepreneur. Some of the awards include: Best 100 startups (StartupIs…
KerkoCite.ItemAlsoKnownAs: 2405685:4T6JUN7V 4042040:68NXCIFI

M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 - Rodríguez, Roberto Avello; Antón, Tamara Fernández (2020)
M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora
KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF

M-learn lessons learnt: Bangladesh perspective - Imam, Zaki (QScience Proceedings, 2013)
M-learning is a form of distance learning in that it provides a communication tool( the mobile phone) to bridge the distance between the providing institution and the learners and facilitates 2-way (synchronous and asynchronous) interactivity between teacher and the learner (McWilliams et al, 2007). M-learning allows the remote teachers to stay in frequent contact with teacher educators, to ask questions and discuss issues as they adapt new teaching practices. This programme has been initiated by Ministry of Education upon requested by ADB, Manila to implement technology based training programme for reaching remote and disadvantaged areas. M learning has been piloted by teacher educators of Government Teachers’ Training College in one district (Barisal, located in the southern part of Bangladesh) and later extended to four districts to train teachers of remote schools of Patuakhali, Sandwip, Hatya and Thakurgaon districts. Regular 14 day and 5 day follow-up face-to-face inservice Continuing Professional Development (CPD) training was adapted as a two day face-to-face orientation, followed by a 6 week programme with regular conference calls to support classroom practices. Findings of the programme are very promising for adapting new practices. The CPD training by using mobile phone became very successful for increasing teachers and student’s competence level. Government of Bangladesh and Development Partners are very keen to maximize the use of technology in CPD for teachers especially for addressing female teachers and reaching training facilities to remote areas.
KerkoCite.ItemAlsoKnownAs: 10.5339/qproc.2013.mlearn.24 10/gj37jm 2339240:A9MNH3VF 2405685:DA3TGYS8

LWL: Numbers and impact by 2020/21 school year - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:569UWV3B 2486141:BQRLTAA6

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:Y3YD9HTV 2405685:YFMSGQUG

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and one-on-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior changeincreased tutoring investmentis easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:VTATZW3D 2405685:T9HU5JTI
Keywords: educational inequality; educational technology; human capital; parental investments

Lower Primary Levels Curriculum Designs, Volume 1: Kiswahili, Literacy and Indigenous Languages and English Activities - Kenya Institute of Curriculum Development (Kenya Institute of Curriculum Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:REAAQWHY 2405685:89EYMH85

Low-Tech Personalised Learning to Improve Girls' Education in Kenya - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596885 ZenodoArchiveConcept: 5596884 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0059 2405685:7TUWEUKZ

Low-tech personalised learning to improve girls' education in Kenya. - Jordan, K; Damani, K; Khagame, P; Mongeau, C; Mumbi, A; Myers, C; Njuguna, L; Otieno, J; Zhao, A (EdTech Hub and M-Shule, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:M7HVSHJG 2405685:KN2IBMDV

Low-Tech Devices and Connectivity for Learning in Lebanon - Chuang, Rachel; Khalayleh, Abdullah (EdTech Hub, 2021)
This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
ZenodoArchiveID: 4140412 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2339240:9PYYNK6J 2405685:ISTFVCA7 2405685:NS927T5K
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Low learning outcomes in primary schools in India - Vyas, Ankit (Qrius, 2014)
By Ankit Vyas, declining quality of primary education is leading to low learning outcomes creating unskilled labour reflecting inefficiencies of the system.
Section: Policy KerkoCite.ItemAlsoKnownAs: 2339240:DEN5N7PW 2405685:S7M6GLV7

Low cost tablet enhanced pedagogy for early grade reading: Indian context - Nedungadi, Prema; Jayakumar, Akshay; Raman, Raghu (2014 IEEE Region 10 Humanitarian Technology Conference (R10 HTC), 2014)
In our research we have designed pedagogy for Low Cost Tablets (LCT) to enhance early grade reading in multigrade classrooms in rural areas of India. The use of LCT helps meet the challenge of education in areas where there is a lack of qualified tutors and shortage of computing resources. The program has been implemented with (N=38) students in tribal areas of Kerala. Reading was the most common problem with the primary children, while mathematics and reading comprehension was a major challenge for children who were in middle school. Our pilot study students were able to learn faster on their own without requiring formal training due to the ease of use and the touch based interface of LCT, and they liked the idea of repeating lessons as many times as they wished. Teachers were trained in the use of LCT for assessment and early intervention and effective ways to bring up the reading skills of the students. Our findings confirm that LCT is powerful motivator in education and has a huge potential to address the issue of school dropouts. Our proposed pedagogy for LCT and findings will be of interest to educational policy makers who are looking at LCT options such as Aakash tablets to improve literacy levels among early grade learners.
KerkoCite.ItemAlsoKnownAs: 10.1109/R10-HTC.2014.7026322 2339240:52QRVY4T 2405685:A64MD23Q

Low-cost private schools: Evidence, approaches and emerging issues - Mcloughlin, Claire (University of Birmingham, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:QWJF9VIG 2405685:NTRMWKTE

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.
KerkoCite.ItemAlsoKnownAs: 2405685:XPZGL85X

Low-cost, familiar tech for teacher support: Evidence from a SMS campaign for early grade teachers in Malawi - Kipp, S (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:87KJQVTK

Loss-of-Learning and the Post-Covid Recovery in Low-Income Countries - Buffie, Edward; Adam, Christopher; Kpodar, Kangni; Zanna, Luis-Felipe (IMF Working Papers, 2022)
We analyze the medium-term macroeconomic impact of the Covid-19 pandemic and associated lock-down measures on low-income countries. We focus on the impact over the medium-run of the degradation of health and human capital caused by the pandemic and its aftermath, exploring the tradeoffs between rebuilding human capital and the recovery of livelihoods and macroeconomic sustainability. A dynamic general equilibrium model is calibrated to reflect the structural characteristics of vulnerable lowincome countries and to replicate key dimensions of the Covid-19 shock. We show that absent significant and sustained external financing, the persistence of loss-of-learning effects on labor productivity is likely to make the post-Covid recovery more attenuated and more expensive than many contemporary analyses suggest.
KerkoCite.ItemAlsoKnownAs: 10.5089/9798400200755.001 2339240:R75TP5R6 2405685:PD6VY4VX

Loss of brick-and-mortar schooling: How elementary educators respond - Anderson, Emma; Hira, Avneet (Information and Learning Science, 2020)
Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0085 2405685:Y348J52F
Keywords: COVID-19; Compassionate teachers; Educational technology; Elementary school; Hands-on learning; Pandemic; Social distance learning

Los actores educativos frente al uso de la lengua materna en un centro escolar indígena de Chiapas - Cruz Pérez, Oscar; García Lara, Germán Alejandro; Ocaña Zúñiga, Jesús; Pérez Jiménez, Carlos Eduardo (RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 2016)
Publisher: Centro de Estudios e Investigaciones para el Desarrollo Docente A.C. KerkoCite.ItemAlsoKnownAs: 2405685:XUIH64JG 4042040:4BYRTSHQ

Loon (Loon, 2020)
Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide.
Library Catalog: loon.com KerkoCite.ItemAlsoKnownAs: 2405685:TM8DBWQC

Looking to the future: M-learning with the iPad - Melhuish, K. & Falloon, G. (Computers in New Zealand Schools: Learning, Leading, Technology, 2010)
00079 KerkoCite.ItemAlsoKnownAs: 2129771:J6NU5K3S 2405685:CSPSASH6
Keywords: ⛔ No DOI found

Looking like a state: The seduction of isomorphic mimicry - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Building State Capability: Evidence, Analysis, Action, 2017)
In this chapter we argue that isomorphic mimicry is a key “technique of successful failure” that perpetuates capability traps in development. In the context of this study, isomorphic mimicry is the tendency of governments to mimic other governments’ successes, replicating processes, systems, and even products of the “best practice” examples. This mimicry often conflates form and function: leading to a situation where “looks like” substitutes for “does”; i.e., governments look capable after the mimicry but are not actually more capable. We argue that this is endemic in development and has become a primary reason why countries do not build real capability even after years of policy and reform engagement and billions of dollars of capacity building work. We suggest that the tendency to so mimic is amplified by the current development ecosystem, especially where public sectors have become closed to novelty but open (and supportive of) agenda conformity. Such characteristics make it very hard for states to build the new capabilities needed, for their contexts, given their realities.
KerkoCite.ItemAlsoKnownAs: 10.1093/acprof:oso/9780198747482.003.0003 2339240:YW4FKQF8 2405685:FZJ79CYN

Looking at National Systems of Innovation from the South - Arocena, Rodrigo; Sutz, Judith (Industry and Innovation, 2000)
shortDOI: 10/b49b93 KerkoCite.ItemAlsoKnownAs: 10.1080/713670247 10/b49b93 2405685:Q6SBNUJM

Longhorn eLearning Website - Longhorn Publishers PLC
Library Catalog: elearning.longhornpublishers.com KerkoCite.ItemAlsoKnownAs: 2405685:MT54IIGR

Longhorn eLearning
KerkoCite.ItemAlsoKnownAs: 2339240:UWSCDWEX 2405685:F8VC7KJE

Logros y Desafíos del Plan Ceibal - Reyes, Olga; Valdés-Rodríguez, Ofelia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JJUPMKNB 2405685:XXNI324J

Logic Model Development Guide (W.K. Kellogg Foundation)
Nonprofits today are being pressed to demonstrate the effectiveness of their program activities by initiating and completing outcome-oriented ...
KerkoCite.ItemAlsoKnownAs: 2339240:4W3QUW2E 2405685:AQPLLMWW

Logic Model Development Guide - Kellogg Foundation (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:LXRICMA3 2405685:9PK6CPIK

Locked out of school: Pakistan’s digital divide has students struggling - Irfan, Anmol (The Guardian, 2021)
Online lessons can’t reach children in many areas of Covid-hit country even though their parents still have to pay fees
KerkoCite.ItemAlsoKnownAs: 2339240:T8XC53BT 2405685:CSPLGDG7

Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers - Oates, Lauryn; Hashimi, Jamshid (Open Praxis, 2016)
The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER.
Number: 2 shortDOI: 10/gg26fk KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.8.2.288 10/gg26fk 2339240:C7TTPCLP 2339240:PYPNI5CG 2405685:6JQMFU42 2405685:GL8KDFQU 4803016:FHBDTUMJ
Keywords: Afghanistan; OER; language; localization; open access; teacher education; teacher professional development; teaching and learning materials

Localization & Translation Are Not The Same - But What's The Difference? - Clear words translations (Clear Words Translations, 2017)
If you're wondering what the difference is between localization and translation, check out this article before you start going global.
Library Catalog: clearwordstranslations.com EdTechHub.ItemAlsoKnownAs: 2405685:ZTFVGY6P

Localization of Digital Content for Use in Secondary Schools of Bangladesh - Chowdhury, M. D.; Al-Mahmood, A; Bashar, M. A.; Ahmed, J. U. (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XLFK5MLF 2405685:ZHXAJX88
Keywords: ⛔ No DOI found

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY

Local Government Authority (LGA) fiscal inequities and the challenges of 'disadvantaged' LGAs in Tanzania - Tilley, Helen; Williamson, Tim; Long, Cathal; Sola, Nazar; Maziku, Alloyce; Tobias, Julia (2014)
It has for some time been widely recognised that some fiscal transfers to Local Government Authorities (LGAs) are very unevenly distributed – in particular government recurrent transfers, most notably those for the payment of salaries, Personal Emoluments (PE). The objective of this study is to analyse progress, achievements and challenges of the current strategies for addressing inequalities of recurrent grant allocations across LGAs.
KerkoCite.ItemAlsoKnownAs: 2339240:TIUT9N6X 2405685:KQX49VNY 4656463:BJN37HZX

Local governance, decentralisation and corruption in Bangladesh and Nigeria - Nixon, Hamish A D; Menocal, Alina Rocha; Bhattacharya, Debapriya; Fuad, Syed Muhtasim; Hassan, Idayat; Iwuamadi, Kelechi C; Rezbana, Umme Shefa; Yusuf, Shamsudeen (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BT5PUL3H 2405685:6LBMHHTG 4656463:VP5TVEFF
Keywords: ⛔ No DOI found

Local Content for African Libraries (Worldreader, 2020)
The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2405685:JJ4I5HYN

Local capture: Evidence from a Central Government Transfer Program in Uganda - Reinikka, R.; Svensson, J. (The Quarterly Journal of Economics, 2004)
KerkoCite.ItemAlsoKnownAs: 10.1162/0033553041382120 2339240:NGIU3QSU 2405685:48GSFZKE 4656463:NZK2ZBDS

Livrable 6: Rapport final - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel; Messa, Angele (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8060127 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8060127 ZenodoArchiveConcept: 8060126
Keywords: _r:AddedByZotZen

Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? - Messa, Angele; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8058585 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8058585 ZenodoArchiveConcept: 8058584
Keywords: _r:AddedByZotZen

Livrable 4: Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7303773 ZenodoArchiveConcept: 7303772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7303773 2405685:RMJK6G6Q
Keywords: _r:AddedByZotZen