Children with disabilities – Leave no one behind - UNICEF East Asia and Pacific (UNICEF for every child)
KerkoCite.ItemAlsoKnownAs: 2339240:Q9EF8ZUJ 2405685:CHUKSJHV
Keywords: ⛔ No INSPIRE recid found

Children's rights: a second chance. - Lansdown, Gerison (International Save the Children Alliance, 2001)
OCLC: 920940678 KerkoCite.ItemAlsoKnownAs: 2339240:FY57G3RB 2405685:3XEPMABU 503888:3YRR8ICF

Children’s remote learning experiences in Italy during the COVID-19 pandemic - Mascheroni, Giovanna; Saeed, Marium; Valenza, Marco; Cino, Davide; Dreesen, Thomas; Zaffaroni, Lorenzo Giuseppe; Kardefelt-Winther, Daniel (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KBCDZDRK 2405685:N6BT886I
Keywords: ⛔ No DOI found

Children's Online Privacy Protection Rule ("COPPA") - COPPA (Federal Trade Commission, 1998)
COPPA imposes certain requirements on operators of websites or online services directed to children under 13 years of age, and on operators of other websites or online services that have actual knowledge that they are collecting personal information online from a child under 13 years of age.
KerkoCite.ItemAlsoKnownAs: 2339240:YJPLYDJK 2405685:MRGZHJFL

Children’s and adolescents’ digital access in Chile: the role of digital access modalities in digital uses and skills - Cabello, Patricio; Claro, Magdalena; Rojas, Rodrigo; Trucco, Daniela (Journal of Children and Media, 2021)
This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be deﬁned as “enabling access” among young Internet users in the context of digital inclusion policies.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2020.1744176 2339240:BQ495K6E 2405685:XJRHE5YU

Children out of school, primary - Latin America & Caribbean | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3PLFWVKX 2405685:5A9JKZMJ

Children Out of School in Cambodia - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ALJSI95V 2405685:6RQA27BK

Children of Laos - Humaniam (Humanium)
Major problems such as poverty, lack of hygiene and medical supplies as well as discrimination affect the life of children in Laos.
KerkoCite.ItemAlsoKnownAs: 2339240:RGPIUSP3 2405685:XI4ZXZIP
Keywords: ⛔ No INSPIRE recid found

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77

Children and parents: media use and attitudes report 2019 - Ofcom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:7FENY3IH 2405685:R7D2BVIY
Keywords: ⛔ No DOI found

Children adjust to life outside Nigeria’s Almajiri system | UNICEF Nigeria - Njoku, Geoffrey (UNICEF Nigeria, 2020)
UNICEF is supporting the return of children who have left the Almajiri system and their successful reunion with their families
KerkoCite.ItemAlsoKnownAs: 2339240:HCMW8XQW 2405685:6KJDYTQN

Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development - The Brookings Institution (Center for Universal Education at The Brookings Institution, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:Z93XE5YE 2405685:8MHTNSJ5

Child Safety Online: Global challenges and strategies - UNICEF (Innocenti Publications, 2011)
The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits
KerkoCite.ItemAlsoKnownAs: 2339240:J7VDW7KX 2339240:L8PZGXME 2405685:7QGM7K3Z 2405685:BDPZFDTK

Child Online Safety Universal Declaration - Broadband Commission (Broadband Commission, 2019)
There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More »
KerkoCite.ItemAlsoKnownAs: 2339240:NW5QXBCI 2405685:BQBQG5BV

Child labour and school dropout in least-developed countries: empirical evidence from Lao PDR - Xayavong, Thidavong; Pholphirul, Piriya (International Journal of Education Economics and Development, 2018)
Even though topics related to child labour and school dropout have been studied worldwide, little attention has focused in the least-developed countries. This paper examines the impact of child labour on school dropout by using national representative data surveyed in the Lao PDR, which serves as a case study of a least-developed country. Using an average wage of children by province as an instrumental variable, findings indicate that child labour, especially with regard to girls, has a strong impact on driving school dropout. Parental educational attainment, particularly mother's education, seems to show a significant effect on reducing the probability of dropping out. Our evidence supports the need to provide free education programs that have not yet been established in least-developed countries such as the Lao PDR. At the very least, given limited government budgets, support can be targeted to help vulnerable groups and poor families.
0 citations (Crossref) [2024-04-29] Publisher: Inderscience Publishers KerkoCite.ItemAlsoKnownAs: 10.1504/IJEED.2018.091067 2339240:D8CWVP2S 2405685:MMP8E79V
Keywords: Lao PDR; child labour; least-developed countries; school dropout; ⛔ No INSPIRE recid found

Child labour and education: a survey of slum settlements in Dhaka - Quattri, Maria; Watkins, Kevin (Overseas Development Institute (ODI), 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5CM599U7 2405685:992VL32B

Child Friendly School Development Project - Kampuchea Action to Promote Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TLDFNVW9 2405685:9DDP9DDF

Child education in the time of pandemic: Learning loss and dropout - Khan, Muhammad Jehangir; Ahmed, Junaid (Children and Youth Services Review, 2021)
The disruptive effects of the COVID-19 pandemic had affected the education sector at an unprecedented scale. In order to contain the spread of the virus, a large number of countries across the globe have shut their schools to handle the pandemic. However, it has adversely affected students' learning and school attendance. In this regard, we assess the impact of COVID-19 on the learning loss, school dropout, and the economic costs in term of foregone earnings for children in Pakistan. The study finds a substantial decrease in Learning Adjusted Years of Schooling (LAYS) with worsening consequences for girls than boys. Likewise, the aggregate economic cost amounts to 107 billion dollars when adjusted for human capital utilisation. Besides, our simulation results suggest that about 7.2 million children dropout due to a reduction in household expenditure by 50 percent. In comparison, the dropout is more pronounced at the primary level of schooling. The results recommend that the government design robust social protection and remote education strategies to mitigate school closure’s adverse effect on children's learning. The emphasis should be rather on the long run strategies to cope with a resilient education system of futuristic orientation. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2021.106065 2339240:YF7YC22M 2405685:DWQ4UZX5
Keywords: Adjustment; COVID-19; Education; Learning Strategies; Learning loss; Pakistan; Pandemics; School Dropout; School Dropouts; School Learning

Child disciplinary practices at home: evidence from a range of low- and middle-income countries - UNICEF (2010)
The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.
KerkoCite.ItemAlsoKnownAs: 2339240:F5YZWV5X 2405685:QD3QIADQ

Child-directed Tablet-based Learning: Toolkits for project design, preparation, and implementation - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PNMXVDQ2 2405685:A4NNJNSJ 2405685:GBIY52AG

Child-directed Tablet-based Learning: Project Preparation Toolkit - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:T7BK22I4

Child-directed Tablet-based Learning: Project Launch, Monitoring, and Improvement Toolkit - Imagine Worldwide (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MJ592UKH

Child-centred Educational Radio Project in Kailahun District, Sierra Leone - Walker, David; Tristram, Bella; Pereznieto, Paola; Young, Tricia (United Nations Girls' Education Initiative; Overseas Development Institute)
KerkoCite.ItemAlsoKnownAs: 2405685:445Z5JPZ

CHỈ SỐ PHÁT TRIỂN CON NGƯỜI CỦA VIỆT NAM GIAI ĐOẠN 2016-2020 - General Statistics Office (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KAGX3WUS 2405685:UY6C2RJK

Chesterton Tablet Learning Scheme - Evaluation Report - Chesterton Community College (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LYMXZP2D 2405685:4U9HY58F

Checklists for external validity: a systematic review - Dyrvig, Anne-Kirstine; Kidholm, Kristian; Gerke, Oke; Vondeling, Hindrik (Journal of Evaluation in Clinical Practice, 2014)
Rationale, aims and objectives The quality of the current literature on external validity varies considerably. An improved checklist with validated items on external validity would aid decision-makers in judging similarities among circumstances when transferring evidence from a study setting to an implementation setting. In this paper, currently available checklists on external validity are identified, assessed and used as a basis for proposing a new improved instrument. Method A systematic literature review was carried out in Pubmed, Embase and Cinahl on English-language papers without time restrictions. The retrieved checklist items were assessed for (i) the methodology used in primary literature, justifying inclusion of each item; and (ii) the number of times each item appeared in checklists. Results Fifteen papers were identified, presenting a total of 21 checklists for external validity, yielding a total of 38 checklist items. Empirical support was considered the most valid methodology for item inclusion. Assessment of methodological justification showed that none of the items were supported empirically. Other kinds of literature justified the inclusion of 22 of the items, and 17 items were included on the basis of consensus. On 36 occasions, the items were presented without methodological justification for inclusion. Assessment of frequency/occurrence showed that items were mentioned in one to at most 17 checklists. Conclusion This paper provides building blocks for the development of a new checklist for external validity. The next step is provision of empirical evidence for the checklist items to be selected, and finally, development and validation of a checklist on external validity.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jep.12166 KerkoCite.ItemAlsoKnownAs: 10.1111/jep.12166 2405685:4LJI6ICN
Keywords: checklist; evidence-based practice; external validity; methodology; quality assessment; transferability

Checklist for Information and Communications Technologies (ICT) Interventions to Support Education in Crisis and Conflict Settings - Inter-agency Network for Education in Emergencies (INEE); USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NVCE2ZNU 2405685:ULHX8AES

Check my school: A case study on citizen's monitoring of the education sector in the Philippines - Shkabatur, Jennifer (World Bank Group, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:KC39FKTL 2405685:Q3BVDSZZ

Check GES Ghana Learning TV (GLTV) Timetable For JHS, Primary, KG: How To Scan For GLTV - Avenuegh Online Portal (2020)
The Ghana Education Service (GES) has officially released the Ghana Learning TV (GLTV) timetable for
Library Catalog: avenuegh.com EdTechHub.ItemAlsoKnownAs: 2405685:2ZYLJ2SF

ChatGPT Pricing: How Much Does ChatGPT Cost? - Drapkin, Aaron (Tech.co, 2023)
ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.
KerkoCite.ItemAlsoKnownAs: 2405685:AN26LXEA 2486141:XCIX2SMK

ChatGPT Pricing, Explained: Plus & Tokens (2024) - Ch, David (Guides.ai, 2023)
ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.
KerkoCite.ItemAlsoKnownAs: 2405685:YISLU5WQ 2486141:5D3R2MC3

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM
Keywords: Author:Haßler; _yl:a

Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out - Sims, Sam; Fletcher-Wood, Harry (2018)
Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:2VB6UKTN 2405685:75VHL4AH 2405685:UH59JRDH
Keywords: C:International; CitedIn:OER4Schools-HHH3-A; ⛔ No DOI found

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2020)
This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
previousDOI: 10.5281/zenodo.4762301 previousDOI: 10.5281/zenodo.3873462 EdTechHub.Copy: 2129771:237CSM4W EdTechHub.Copy: 2129771:237CSM4W KerkoCite.ItemAlsoKnownAs: 2129771:237CSM4W 10.5281/zenodo.3873462 10.5281/zenodo.4762301 10.53832/edtechhub.0007 2129771:237CSM4W 2129771:RMWSKUI5 2339240:2Y5CD84V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:8DMB3N8E 2339240:AQFSE6DQ 2339240:K3RVT7JU 2339240:WP59YJ57 2339240:ZV7A4BWS 2405685:3T894KD8 2405685:3TKLS2TH 2405685:3UXB7ZWR 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:LNUMVYFV 2405685:P5MEX8KB 2405685:R9VVKUH5 2405685:T48HFJM4 2486141:IX4B74H9 2534378:T2X9U5AV
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _forthcoming; _zenodoETH:submitted; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) - Haßler, Björn; McBurnie, Chris; Allier-Gagneur, Zoe; Damani, Kalifa (EdTech Hub, 2020)
previousDOI: 10.5281/zenodo.3873458 EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: <this> KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 10.53832/edtechhub.0006 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU
Keywords: C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:g; _zenodoETH; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (EdTech Hub, 2020)
previousDOI: 10.5281/zenodo.3873460 EdTechHub.Copy: 2129771:3AV78BC7 EdTechHub.Copy: 2129771:3AV78BC7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 10.53832/edtechhub.0008 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Chapter Twelve - Graph Databases: When Relationships are the Data - McKnight, William (Information Management: Strategies for Gaining a Competitive Advantage with Data, 2014)
Over in a corner of the NoSQL world, hidden among the key-value stores, the document stores Couchbase, MongoDB, and the column stores like Cassandra, lies the Graph Databases. Before relational databases, there were network databases, which are actually quite similar in concept to graph databases. SQL and the relational world came along and was clearly a better fit for the modern workload, which was largely oriented to working with numbers. Now, what matters has expanded and graph databases make a strong value proposition for their intended workload. That workload is highly connected data and includes navigating social networks, configurations, and recommendations. With the high interest in those applications, it’s workload that is poised to expand tremendously. The structure does not accept SQL. For example, Cypher is the language used with Neo4j. It contains the commands necessary to get nodes, traverse nodes, and return values. It’s simpler than SQL for traversing relationships to find values or the existence of values. Gremlin is another project for accessing graph databases. One very cool feature is to limit the “degrees” that are searched in a query. Neo Technology, a Swedish company, is the commercial sponsor of Neo4j, a leading graph database. ACID-compatible Neo4j can hold up to tens of billions of nodes, tens of billions of relationships and tens of billions of properties. Andreas Kollegger, Product Experience Designer at Neo4j, noted there were 1000 people participating in the community with thousands of databases deployed at customers of all sizes. Other graph databases include STIG from Tagged and AllegroGraph from Franz. Objectivity’s Infinite Graph is an object-oriented graph database.
zotzenLib.CopiedFrom: 2534379:4LWYR66A KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-408056-0.00012-6 2405685:G6MKC2VA 2534379:4LWYR66A
Keywords: AllegroGraph; Franz; Infinite Graph; Neo Technology; Neo4J; Objectivity; STIG; Tagged; analytic databases; analytics; database management; graph databases

Chapter 02. Research Design - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ
Keywords: Author:Haßler; AuthorFirst:Haßler; Björn-CV-OECS; _yl:a2

Channeling Fisher: Randomization Tests and the Statistical Insignificance of Seemingly Significant Experimental Results* - Young, Alwyn (The Quarterly Journal of Economics, 2019)
I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13% to 22% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33% to 49% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results.
KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjy029 2339240:G2QYJFDN 2405685:P6MR9BF6

Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools - Jull, Stephen; Swaffield, Sue; MacBeath, John (School Leadership & Management, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/13632434.2013.849679 2339240:A95D5RJ5 2405685:T2ZTFXPD

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
shortDOI: 10/d4pwg6 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2405685:YDTY3JCV
Keywords: C:Kenya

Changes to aspects of ongoing randomised controlled trials with fixed designs - Coskinas, Xanthi; Simes, John; Schou, Manjula; Martin, Andrew James (Trials, 2020)
Despite careful planning, changes to some aspects of an ongoing randomised clinical trial (RCT), with a fixed design, may be warranted. We sought to elucidate the distinction between legitimate versus illegitimate changes to serve as a guide for less experienced clinical trialists and other stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13063-020-04374-3 2339240:FIHX97ZB 2405685:I8JKIEKC
Keywords: Bias; Design changes; Randomised control trials; Type 1 error

Changes in student motivation during online learning - Kim, Kyong-Jee; Frick, Theodore W (Journal of Educational Computing Research, 2011)
00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 2405685:EHF665QP
Keywords: ❓ Multiple DOI

Challenging taken-for-granted ideas in early childhood education: A critique of Bronfenbrenner’s Ecological Systems Theory in the age of post-humanism - Elliott, Sue; Davis, Julie M. (Research handbook on childhoodnature: Assemblages of childhood and nature research, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67286-1_60 2339240:ITFV4TMX 2405685:2P57VJJA

Challenges in the online component of blended learning: A systematic review - Rasheed, Abubakar Rasheed; Kamsin, Amirrudin; Abdullah, Nor Aniza (Computers & Education, 2020)
Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.
shortDOI: 10/ggvp7s KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103701 10/ggvp7s 2405685:UE2MZK4X
Keywords: Adult learning; Improving classroom teaching; Pedagogical issues; Teaching/Learning strategies

Challenges facing principals in Integrating Information Communication Technology (ICT) for efficient management in secondary schools In Nyamira County, Kenya - Ombui, Silas Chester (2013)
This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed.
Accepted: 2013-09-09T06:59:21Z KerkoCite.ItemAlsoKnownAs: 2339240:WADVWVPF 2405685:HCBPD3VW 4656463:YKELQPB3

Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya - Kipsoi, Emmy; Chang'ach, Dr; Sang C, Hellen (Journal of Sociological Research, 2012)
ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5296/jsr.v3i1.1882 2339240:RXCIEA2R 2405685:EMUX9EK9

Challenges faced by hearing impairment students during covid-19 - Krishnan, Isai Amutan; De Mello, Geraldine; Kok, Shelen Aderina; Sabapathy, Saabdev Kumar; Munian, Saravanan; Ching, Hee Sio; Kandasamy, Pushpa; Ramalingam, Selvajothi; Baskaran, Shasthrika; Kanan, Vasudevan Naidu (Malaysian Journal of Social Sciences and Humanities (MJSSH), 2020)
KerkoCite.ItemAlsoKnownAs: 10.47405/mjssh.v5i8.472 2339240:WULMSMQI 2405685:WV4STKBI
Keywords: ⛔ No INSPIRE recid found

Challenges and strategies of working with learners with low vision: Implications for teacher training - Yalo, J. A.; Indoshi, F. C.; Agak, J. O. (Educational Research and Reviews, 2012)
Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support.
KerkoCite.ItemAlsoKnownAs: 10.5897/ERR10.100 2339240:B8RGF7UM 2405685:ZSVGWH7J

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Bjoern; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. [ABSTRACT FROM PUBLISHER]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=111289127&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10/gfv5xz 2129771:L2HUHYLN 2339240:24LHAF5C 2339240:K9R22K2F 2339240:WV3XY5NW 2405685:6ZLKKKH7 2405685:8V49PM4G 2405685:KILQYYBU 2405685:SXKPQUJ5 2534378:6TMRG3EP 2534378:BF6PBW3F 2534378:QQ6BVI89
Keywords: ADULTS; AFRICA; Article; CAREER development; Digital Technology; EDUCATION; EDUCATIONAL technology research; Interactive Pedagogy; Open Educational Resources; PRIMARY school teachers; Sub-Saharan Africa; Zambia; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2099892; __finaldtb; digital technology; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Challenges and opportunities for secondary education in Latin America and the Caribbean during and after the pandemic - ECLAC (2021)
The pandemic has had a critical impact on the educational trajectories of children and adolescents in Latin America. Video-call interviews with more than 150 students, teachers, and parents in eight countries in the region (namely, Argentina, Bolivarian Republic of Venezuela, Chile, Ecuador, Costa Rica, Honduras, Mexico, and Uruguay) in 2020 and 2021 reveal the challenges and
Last Modified: 2021-12-27T13:29-03:00 Publisher: CEPAL KerkoCite.ItemAlsoKnownAs: 2339240:VIRJKUAZ 2405685:Y3VKPZY8

Challenges and opportunities for Pakistan education systems in the COVID-19 response - Malik, Rabea (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8DAJPUL3 2405685:7A6LXPAQ

Challenges and opportunities for e-learning in education: A case study - Kafyulilo, Ayoub C. (Handbook of Research on Educational Technology Integration and Active Learning, 2015)
This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec...
Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-8363-1.ch015 2339240:LU5HVRJJ 2405685:JKIRKBQJ

Challenges and Opportunities as Students Return to School: Evidence from Caregiver and Staff Surveys across Rising Academy Network School - Caballero, Erika Montoya; McManus, Jeff; Njogu-Ndongwe, Frida; Fall, Sokhna Mously (IDinsight, 2021)
This report shares survey findings on the barriers that children face as they transition back to school after prolonged closures with evidence from caregiver and staff surveys across Rising Academy Network Schools.
KerkoCite.ItemAlsoKnownAs: 2339240:YXEGBXY2 2405685:HMTL6PX2

Challenges and Developments in the Higher Education System of Bangladesh: Keys to Way Forward - Chowdhury, Mahfuzul Hoque; Absar, Mir Mohammed Nurul; Quader, Syed Manzur (Handbook of Education Systems in South Asia, 2020)
Series Title: Global Education Systems KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-3309-5_57-1 2339240:GB9KNSCS 2405685:WA9WN3R2

Challenge and srivers of over-Enrollment in the early years of primary school in Uganda - Weatherholt, Tara; Jordan, Rachel; Crouch, Luis; Barnett, Ed; Pressley, Jennifer (International Journal of Early Childhood, 2019)
Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle.
KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00238-3 2339240:3WMYLF8F 2405685:975JWM6R 4656463:2HX448CB
Keywords: Early childhood; Education efficiency; Low-income countries; Pre-primary education; Repetition

CGD - COVID education policy tracking - Hares, Susannah; Crawfurd, Lee (Google Docs, 2020)
School closure tracker- Global Country,Code,Region,Income Group,School Closures,As of,Date,Number of confirmed cases at time of closure,Planned Reopening,Planned Length of Closure (Weeks),Closure extended?,Planned re-opening 2,Details of closure,Reopening process started (Y/N/School year ended)...
Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:NCH33XSB 2405685:PC49BJ36

Certificates in the blockchain - Det Norske Veritas (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:29TXBDVE 2405685:TRGSP8JF

Certificate of Secondary Education Examination (CSEE) Results - NECTA
KerkoCite.ItemAlsoKnownAs: 2339240:IVVL2M5K 2405685:CCAX9M35

CEPAL - SECRETARIA TECNICA DEL ELAC (*) - Núñez, Georgina; Jordán, Valeria; Rojas, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3REYAYA 2405685:DSL9X4VX
Keywords: ⛔ No DOI found

Centroamérica: Tendencias de las ecnologías de la Información y Comunicación 2010-2019 - Figueroa, Héctor (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7NPNIIZ6 2405685:VB3ZCVN2

Centre of Education, Research, Innovation and Development - Ministry of Primary and Secondary Education (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:Q66947BV

Centre for National Distance Learning and Open Schooling (CENDLOS) - Editor (COMOSAConnect, 2017)
Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3…
Library Catalog: comosaconnect.org EdTechHub.ItemAlsoKnownAs: 2405685:446NUNEW

Centre for Mathematics, Science and Technology Education in Africa (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RTKMK547

Central Square Foundation website - Central Square Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QIVEAKXH 2405685:X7JIWUSI X7JIWUSI

Center For Global Development
The Center for Global Development works to reduce global poverty and inequality through rigorous research and active engagement with the policy community to make the world a more prosperous, just, and safe place for us all.
Library Catalog: www.cgdev.org EdTechHub.ItemAlsoKnownAs: 2405685:VLPVZQYY

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

CC search, initial accessibility improvements - Choudhary, Ayan (CC Open Source Blog, 2020)
These are the seventh and eighth weeks of my internship with CC. I am working on improving the accessibility of cc-search and internationalizing it as well. This post contains details of my work done to make initial accessibility improvements to homepage and the other static pages.
EdTechHub.ItemAlsoKnownAs: 2405685:ZLZNUAIY

CC Search - Creative Commons (CC Search)
Empowering the world to share through 6 simple licenses + a global community of advocates for open.
Library Catalog: search.creativecommons.org KerkoCite.ItemAlsoKnownAs: 2339240:4Y8Q7BNB 2339240:VDPY2BPJ 2405685:2NHAYMDQ 2405685:CJLHYCNI 2405685:JCASEKE8

CBM Position Paper Audiology - Santana, Diego; Castellanos, Patricia; Tesni, Siân (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:DACEMLMD 2405685:E8WXE7W4
Keywords: ⛔ No DOI found

CBM Policy on Accessibility - CBM
KerkoCite.ItemAlsoKnownAs: 2339240:XWMMT7UF 2405685:35G6M5UD

CBM Digital Accessibility Toolkit - CBM
KerkoCite.ItemAlsoKnownAs: 2339240:9H5YV733 2405685:73TD9HMM

CBC Materials - Kenya Institute of Curriculum Development
KerkoCite.ItemAlsoKnownAs: 2339240:69JCQ5DB 2405685:XNZJZ9WK

Causes of Girls Drop out from Primary Schools in Tehsil Bahrain District Swat, KPK Pakistan - Bibi, Aqsa; Ahmad, Waqar (Asian Journal of Contemporary Education, 2019)
Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area.
Publisher: AESS Publications KerkoCite.ItemAlsoKnownAs: 10.18488/journal.137.2019.31.44.58 2339240:2CGD2B4A 2405685:8LQ6V9XE
Keywords: Child Labor; Cultural Influences; Dropout Research; Dropouts; Elementary School Students; Females; Foreign Countries; Individual Characteristics; Poverty; Student Attitudes

CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ - Pittarello, Fabio; Bertani, Luca (Proceedings of the 11th International Conference on Interaction Design and Children, 2012)
00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 2405685:ATM9LKLU
Keywords: ⛔ No DOI found

CAST methods in modelling: Computer aided systems theory for the design of intelligent machines - Pichler, Franz; Schwaertzel, Heinz (Springer Science & Business Media, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:SRTSWLJ5 2405685:27MVUU9X

CASEL's framework for systemic social and emotional learning - Borowski, T. (Establishing Practical Social-Emotional Competence Assessment Work Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Z2WGRMIS 2405685:ARDRR5TA

Case Study: TEAM Girl Malawi - Link Education International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VTNN7IW4 2405685:C9CRSJF9

Case study: Team Girl Malawi - Link Education International (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:B9EEH33I

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

Case Study: Sisters for Sisters’ Education - VSO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RG2TTDYG 2405685:ITHDIVKP

Case Study Report: RET International Kenya - Boisvert, Kayla (University of Massachusetts Amherst, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPJGD9MB 2405685:SACV4G7Q

Case Study: GEARR-ing Up for Success After School - PEAS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9WEWV2NE 2405685:YR2PLC48

Case study: Building strong institutional capacity and expertise in data for decision-making through developing a unified data management system. - Ampofo, Rudolph; Simiyu, Genevieve; Ayinga, Ussif (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10617486 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1009 ZenodoArchiveConcept: 10617485
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Case Study: Building Girls to Live, Learn, Laugh and ‘SCHIP’ in Strong, Creative, Holistic, Inclusive, Protective, Quality Education - CRANE and Viva (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WTT4AIYL 2405685:CR5E7AXI

Caring in the time of COVID-19: Gender, unpaid care work and social protection - Nesbitt-Ahmed, Zahrah; Subrahmanian, Ramya (UNICEF Evidence for Action, 2020)
The impact of COVID-19 on care workers and the role of social protection in ensuring they thrive while performing critical services in homes and communities
KerkoCite.ItemAlsoKnownAs: 2339240:TMG38QUI 2405685:B2TBAGDR

Careers in Motion: A Longitudinal Retention Study of Role Changing Among Early-Career Urban Educators - Quartz, Karen; Thomas, Andrew; Anderson, Lauren; Masyn, Katherine; Lyons, Kimberly; Olsen, Brad (Teachers College Record, 2008)
Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.
KerkoCite.ItemAlsoKnownAs: 10.1177/016146810811000102 2339240:ZSPZ3JAH 2405685:NKJ867DR

Capturing cost data: a first-mile problem - Holla, Alaka (2019)
Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...
KerkoCite.ItemAlsoKnownAs: 2339240:6P53FYVF 2405685:DNBLYQQA

Capturing Cost Data - World Bank; International Rescue Committee (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ5E95SQ 2405685:4DU2PHIC 2405685:ZSZN39Y5
Keywords: ⛔ No DOI found

Can you hear me?: the right of young children to participate in decisions affecting them - Lansdown, Gerison (2005)
KerkoCite.ItemAlsoKnownAs: 2339240:SBQ3WJRN 2405685:9G64DTSX 503888:K4ISM9EX
Keywords: CitedIn:eCubed; eCubed

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J; Fleischz, B; Kotzex, J; Mohohlwanex, N; Taylor, S; Thulare, T (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
KerkoCite.ItemAlsoKnownAs: 2129771:HJFGEEK2 2339240:GR5IIJ86 2339240:S43VPLWI 2405685:AHNDT3T8 2405685:BYWDN798 2405685:PZ94P8BE 2405685:QGPR3S5E 2405685:ZT5C342T 2534378:SLV36H9G
Keywords: Important; Read; ⛔ No DOI found

Can Using ChatGPT for Lesson Planning Cut Teacher Workload? - Education Endowment Foundation (Education Endowment Foundation, 2024)
New EEF trial to see if generative AI can reduce workload and maintain lesson quality
KerkoCite.ItemAlsoKnownAs: 2339240:6B5VYNAU 2405685:7RL4L55C

Can Text Message Nudges Improve Academic Outcomes in College? Evidence from a West Virginia Initiative - Castleman, Benjamin; Meyer, Katharine (The Review of Higher Education, 2020)
Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information, encouragement, and access to individualized advising. Using descriptive and matching methods, we find participating students were more likely to remain enrolled throughout their first year of college, and completed more course credits with suggestive evidence of improved academic performance. This evidence suggests colleges play an important role communicating information about academic expectations, support resources, and norms.
KerkoCite.ItemAlsoKnownAs: 10.1353/rhe.2020.0015 2339240:NE7RSPVL 2339240:PR9DQ5AV 2405685:F5XK6CZS 2405685:MDMWTG3D 2405685:Z6KKY8ZV 2534379:LIY4MNF5

Can technology improve the classroom experience in primary education? An African experiment on a worldwide program - Cardim, Joana; Molina-Millán, Teresa; Vicente, Pedro C. (Journal of Development Economics, 2023)
Primary school coverage has been increasing in most developing countries. Yet, it has not been accompanied by signiﬁcant improvements in learning indicators. We implemented a randomized experiment in Angola around the introduction of ProFuturo, a worldwide educational program. The program includes a Computer-assisted Learning (CAL) software directed at improving the regular classroom experience. One year after the program started, we ﬁnd higher familiarity with technology. Teachers miss fewer days of classes and implement better teaching practices. Students become more interested in learning and pro-social. Finally, the program improves students’ test scores in the most popular subject in the CAL platform.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103145 2339240:TBU4TXPC 2405685:V8C3T7HA

Can technology enable effective teacher coaching at scale? - Evans, David (2008)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2405685:7UY4JMR3 7UY4JMR3

Can technology enable effective teacher coaching at scale? - Evans, David (2018)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2339240:7HET7C9K 2405685:XCWVRPKM

Can’t Wait to Learn Lebanon - War Child (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:2DC7K49J 2405685:WGG5SRLK

Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan - Brown, Felicity L; Farag, Alawia I; Hussein Abd Alla, Faiza; Radford, Kate; Miller, Laura; Neijenhuijs, Koen; Stubbé, Hester; De Hoop, Thomas; Abdullatif Abbadi, Ahmed; Turner, Jasmine S.; Jetten, Andrea; Jordans, Mark J.D. (Journal of Development Effectiveness, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1829000 2339240:RVXMH56I 2405685:HI3PRJ9C

Can't Wait To Learn - War Child
War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.
Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:RKWXTRSI 2405685:5VLB92IT 2405685:YZISLBBN

Can't Wait To Learn - War Child Holland (Warchild English, 2020)
War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.
Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:CBSALBQW 2405685:6NAP3D84 4803016:Y5AT96Y9

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3

Can public rankings improve school performance? Evidence from a nationwide reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2019/027 2339240:8NZV7LWT 2405685:PDZ4MDGU

Can outsourcing improve Liberia's schools? Preliminary results from Year One of a three-year randomized evaluation of partnership schools for Liberia - Romero, Mauricio; Sandefur, Justin; Sandholtz, Wayne Aaron (Center for Global Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QJIFN6VT 2405685:Y9HDVTEZ

Can Online Education Technology Improve Excellence and Access at Berkeley? - Saxenian, AnnaLee (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:B5DSYMMD 2405685:ACKB8FZ5
Keywords: ⛔ No INSPIRE recid found

Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? The Case of Beijing Migrant Schools - Mo, Di; Swinnen, Johan; Zhang, Linxiu; Yi, Hongmei; Qu, Qinghe; Boswell, Matthew; Rozelle, Scott (World Development, 2013)
One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved.
shortDOI: 10/gf5f3j KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.12.019 10/gf5f3j 2339240:LNAQMDZH 2405685:HVJX5GL2
Keywords: Asia; Beijing migrant school; China; One Laptop Per Child; RCT; computer skills; math test scores

Can One Laptop Per Child Save the World's Poor? - Warschauer, Mark; Ames, Morgan (Journal of International Affairs, 2010)
The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions.
Publisher: Journal of International Affairs Editorial Board KerkoCite.ItemAlsoKnownAs: 2339240:GXQVYARZ 2405685:9BRCRSSN 2405685:PUTV3LIS
Keywords: ⛔ No DOI found

Can Nudge Messaging Positively Influence School Attendance? - Longley, Sophie (EdTech Hub)
In Northern Ghana, Wunni Sabo's decision to prioritise his daughter's education, inspired by nudge messaging, is helping to spark a movement for learning. Click to read this story of change.
KerkoCite.ItemAlsoKnownAs: 2339240:WD9XWNG3 2405685:EYCJ7Z7K

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W
Keywords: Africa; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Can Low-Tech Solutions Improve Rohingya Teachers' Pedagogical Skills in Cox's Bazar, Bangladesh? - Andra, Nishitha
KerkoCite.ItemAlsoKnownAs: 2339240:H8W5QYJL 2405685:XUCV6JRN

Can free primary education meet the needs of the poor?: evidence from Malawi - Kadzamira, Esme; Rose, Pauline (International Journal of Educational Development, 2003)
Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2339240:RHFDRS6C 2405685:KNBRX6T6
Keywords: Development; Educational policy; Gender; International education; Malawi; Poverty

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2339240:RNEM52U7 2405685:9BBCI3GD 2405685:9EFWDEUR 2405685:EQBTMC7A 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY
Keywords: Content analysis; Education–Teaching Methods And Curriculum; English teachers; Facebook Groups; Kenya; Professional development; Social networks; Teacher education; Teachers; __:import:02; __:match:final; __:matched; __:study_id:2425933; __finaldtb; professional development

Can Education be Standardized? Evidence from Kenya - Gray-Lobe, Guthrie; Keats, Anthony; Kremer, Michael; Mbiti, Isaac; Ozier, Owen (Becker Friedman Institute for Economics at the University of Chicago, 2022)
We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not...
KerkoCite.ItemAlsoKnownAs: 2339240:RHPEGZVF 2405685:GD26M8HS

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
KerkoCite.ItemAlsoKnownAs: 10.1017/s0266462312000050 10/f3xtd7 2339240:IWXV98J3 2405685:PSE2A7W4
Keywords: Canada; Cost-Benefit Analysis; Decision Support Techniques; Health Resources; Health Services Accessibility; Health Status Disparities; Humans; Quality-Adjusted Life Years; Social Justice; Social Welfare

Can broadcast media foster equitable learning amid the COVID-19 pandemic? - UNICEF (Evidence for Action)
This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students. As discussed in the first post in this series on the impact of the COVID-19 pandemic, school closures around the globe mean that remote learning is now the only option for more than 1.3 billion children across 177 countries. MICS6 data reveal that many of the world’s children do not have internet access at home, particularly among poorer households. In response,…
KerkoCite.ItemAlsoKnownAs: 2339240:23FGEQCJ 2405685:I9AIUA7U

Can an Integrated Technology-Aided Instruction Program Lead to Improved Learning Outcomes in Low-Income, Rural Zambia? Midline Findings from a Mixed-Methods Experimental Study - American Institutes for Research (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7YGMSGHQ 2405685:MS99N84I

Can A/B testing at scale accelerate learning outcomes in low- and middle-income environments? - Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2023)
On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable potential to create compounding improvements in learning outcomes. This paper provides an overview of EIDU, an educational platform combining student focused DPL content with digital structured pedagogy programmes in public pre-primary schools in Kenya. Collection of student’s longitudinal unsupervised assessment data at scale creates the possibility of learning outcome focused A/B testing. This is a novel contribution to the development and research field as up until now this type of capability has largely been confined to students in high-income environments.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_119 2339240:SL8MC9DM 2405685:FG4XFKKM

Can A/B Testing at Scale Accelerate Learning Outcomes in Low- and Middle-Income Environments? - Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2023)
On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable potential to create compounding improvements in learning outcomes. This paper provides an overview of EIDU, an educational platform combining student focused DPL content with digital structured pedagogy programmes in public pre-primary schools in Kenya. Collection of student’s longitudinal unsupervised assessment data at scale creates the possibility of learning outcome focused A/B testing. This is a novel contribution to the development and research field as up until now this type of capability has largely been confined to students in high-income environments.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_119 2339240:EWGWHJXK 2405685:MYQJA7TD

Cameroon | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:L3E2LANV 2405685:QE6D578N

Cameroon Reopens Schools After 7-month COVID Closure | Voice of America - English - Kindzeka, Moki Edwin (Voice of America, 2020)
More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé.
Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:FC42VII2 2405685:GU6S8XE7

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

Cambridge University Press & Cambridge Assessment. (2020). The Learning Passport Research and Recommendations Report: Summary of Findings. Cambridge, UK: Cambridge University Press & Cambridge Assessment. - Abdul, Zahara (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TDDFUP7H 2405685:ZCG5H6AF
Keywords: ⛔ No DOI found

Cambodia - TED: Strengthening teacher trainers through blended trainings - VVOB (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:FK29ZH6H 2405685:8HQ39DNJ

Cambodia Secondary Education Blueprint 2030 - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SUR9LL27 2405685:HD54DUP6

Cambodia’s Science Technology and Innovation Roadmap 2030 - Ministry of Industry, Science, Technology and Innovation, Royal Government of Cambodia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ELQ7W88X 2405685:G2968WIN

Cambodia’s Ecosystem for Technology Startups - Ek, Sopheara; Vandenberg, Paul (Asian Development Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:94GHL2BN 2405685:S33GUEFK

Cambodia's Cross-Cutting Reforms: Public Financial Management, Decentralization, and Public Administration Reforms - Achievements, Coordination, Challenges, and Next Steps - World Bank (2018)
This note analyzes the progress of three public sector reforms (Public Financial Management, Public Administration, and Decentralization and Deconcentration) in Cambodia and describes how their design, implementation, and institutional arrangements can be better sequenced and coordinated. It focuses on the overall public sector reform agenda rather than drill into the specifics of individual reforms. Options are identified to strengthen coordination of the civil service, improve general policy sequencing, and manage challenges within the three reform areas. Recommendations to deepen individual reforms are also provided, in particular, to strengthen cross-cutting public administration improvements.
KerkoCite.ItemAlsoKnownAs: 2339240:KSH646ED 2405685:QTANV98S

Cambodia Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX7JEYZP 2405685:YDZI4I58

Cambodia Introduction and Quick Facts - Britannica (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8R4HFGR8 2405685:SGYLFNVE

Cambodia Education Roadmap 2030 (Sustainable Development Goal [SDG] 4) - Ministry of Education, Youth and Sports, Royal Government of Cambodia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YIQ74G47 2405685:F62E47TR

Cambodia Digital Government Policy 2022–2035 - Ministry of Post and Telecommunications, Royal Government of Cambodia (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UN62XY2N 2405685:KC6N2Y3F

Cambodia Digital Education Landscape Scan - World Education (2023)
The Cambodian Ministry of Education, Youth and Sport (MoEYS) is committed to increasing the efficiency and effectiveness of teaching and learning across classrooms, school libraries, teacher training centers, and other educational institutions by leveraging digital tools and resources. In August 2022, MoEYS shared a draft National Statement of Commitment To Transform Education System in Cambodia in which advancing digital education is one of eight top priorities.1 In line with MoEYS’s national priorities, World Education, (WE) has been contracted by UNICEF under CDPF III to support the design and development of an improved digital educational environment for educators and learners that will enhance outcomes by encouraging active learning, enabling greater differentiation and personalization in instruction, improving cooperation among learners, educators, students, and increasing positive attitudes towards learning. From October 2022 to January 2023, WE conducted a Cambodia Digital Education landscape scan to map existing efforts and assess their quality, effectiveness and impact, accessibility and adoption, and efficiency and sustainability. The goal of this national landscape scan was to gain a deeper understanding of the existing or emerging digital learning interventions for teachers and students, including platforms and centers, that were or are in use and for whom and in what contexts they are effective or not. WE employed a mixed-methods approach that featured key informant interviews, online surveys, desk research, focus group discussions with teacher educators and general education teachers. In total, research was conducted with over 500 stakeholders in diverse education settings across 20 provinces. It is important to note that there were two limitations of our study: the first that there was a high proportion of teacher educators (approximately 62%) from our sample in comparison to general education teachers (30%), which skewed results and made it difficult to generalize; the team sought to mitigate this by disaggregating responses by teacher role where possible. The second limitation is that the online surveys were distributed digitally so teachers in rural areas where internet access is limited would not have been able to access the online survey. The landscape scan culminated in a co-design workshop in February 2023 bringing together 25 participants from technical departments of MoEYS, other relevant government agencies, and development partners to triangulate findings and co-develop recommendations.
KerkoCite.ItemAlsoKnownAs: 2339240:FFQ88P88 2405685:DNTQUVAC

Cambodia Digital Education Inventory - World Education
A collection of digital tools and interventions that promote learning and teaching in Cambodia
KerkoCite.ItemAlsoKnownAs: 2405685:J8HYBP5B

Cambodia Digital Economy and Society Policy Framework 2021–2035 - Royal Government of Cambodia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZCPRMATT 2405685:NSEFRBZY

Cambodia Dataset - International Monetary Fund (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JXQASGZR 2405685:842TTWG9

Cambodia Country Profile - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B2H7C4JF 2405685:CMYC4E9W

Calling the tech industry: Hear from your next generation of female digital talent - Beresford, L. (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:G5YBWXGQ 2405685:9YBE276S

Call me educated: Evidence from a mobile phone experiment in Niger✰ - Aker, Jenny C; Ksoll, Christopher (Economics of Education Review, 2019)
Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.05.001 2339240:EX6NJUX9 2339240:VFF5WY9J 2405685:6VR2BZKJ 2405685:77X2RGGE 2405685:LTFZY8UK 2534379:MEYIS2SG
Keywords: Adult education; Information technology; Monitoring; Niger; Teacher absenteeism

Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LJKCLSXB 2405685:BINXNTZ6
Keywords: C:Niger

Call for Research Proposals: EdTech responses to Covid-19 (EdTech Hub, 2020)
EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707484 2405685:QE24K5YV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Call for ideas for EdTech responses to coronavirus (COVID-19) - EdTech Hub (EdTech Hub, 2020)
UPDATE: The call is now closed We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed. We have been delighted and overwhelmed by the huge number […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707758 2405685:CZ9F7VZ2
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Calculating the Educational Impact of COVID-19 (Part III): Where will students be when schools reopen? | SharEd - Cummiskey, Chris (RTI, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P2E3PDHG 2405685:HFMDZPQA

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd
KerkoCite.ItemAlsoKnownAs: 2405685:AR62GQMZ

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd - Cummiskey, Chris (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NTMM7JYX 2405685:6X5Q67HW
Keywords: _COVID_DEAA-List

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss - Cummiskey, Chris; Stern, Jonathan; DeStefano, Joe; Piper, Ben (The Education and Development Forum (UKFIET), 2020)
This article was co-authored by Christopher Cummiskey and Jonathan Stern. It benefitted from input from Joe DeStefano, Tim Slade, and Ben Piper. The article was originally published on the RTI SharEd website on 13 May 2020. Part I can be read here. A couple of weeks ago, we set the stage for developing evidence-based, data-driven […]
KerkoCite.ItemAlsoKnownAs: 2339240:7882J2SY 2405685:4YIXPMKS

CADIMA
KerkoCite.ItemAlsoKnownAs: 2405685:4YS5VEGI

Cabo Verde | Technology | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6F4WUFEK 2405685:7P27Z2AZ

C4DLab – Innovation Hub
KerkoCite.ItemAlsoKnownAs: 2339240:2SAI2HWD 2405685:K3W5FZ9N

C-DELTA: Preparing students as digital leaders in Bangladesh - Khan, S (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:395TDINJ 2405685:SUZI34L7
Keywords: ⛔ No DOI found

bwallace/abstrackr-web - Wallace, Byron (2023)
web-based citation screening tool
original-date: 2010-11-23T17:57:59Z KerkoCite.ItemAlsoKnownAs: 2405685:E5ERD9TQ 2486141:AQSINRND

Business Case: Support to Lebanon’s Reaching All Children with Education plan (RACE II): reaching Lebanese and refugee children aged 3-18 with formal education - DFID (DFID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9MNJSX6Z 2405685:YZCLQRS3

Burkina Faso’s digital ambition: transforming through eGovernment and digital platforms - Melhem, Samia; Rifon, Axel; Chrzanowski, Pierre; Tapsoba, Abdoul Malick (World Bank Blogs, 2017)
Burkina Faso has embarked on a journey to put public data infrastructure at the heart of social and economic development. But what does this mean? And why should ICT and digital data be a priority when a large segment of your population still cannot access to the internet? This is ...
KerkoCite.ItemAlsoKnownAs: 2339240:55I42ZAC 2405685:F5KJUUZ4

Burkina Faso - National Economic and Social Development Plan 2016 - 2022 - Government of Burkina Faso (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P66RB34 2405685:R7RKLJ73

Bunga Rampai Pendidikan Anak Usia Dini - Hasbi, Muhammad; Merysa; Abidin, Zaenal; Oktavianingsih, Eka; Zatalini, Rinia; Mabrur, Hidayatul; Sobiatin, Eka; Rahayu, Dita; Adhitya, Yusuf; Somantri, Cecep; Nurhasanah, Nia (2020)
Publikasi ini merupakan bentuk kerja sama antara Direktorat Pendidikan Anak Usia Dini (PAUD),Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) dan para alumni penerima beasiswa Lembaga Pengelola Dana Pendidikan (LPDP), baik dari dalam maupun luar negeri. Para kontributor yang terpilih dalam buku ini telah menyelesaikan studi di bidang pendidikan dengan fokus disiplin yang beragam (interdisipliner), dan lulus dengan predikat cumlaude atau distinction pada bidang masing-masing, baik pada jenjang sarjana maupun magister.
KerkoCite.ItemAlsoKnownAs: 2405685:CBH3ZX24

Building the pipeline for entrepreneurs who are 'wired to progress' - Ilm Ideas 2, Cambridge Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:47MMJZEQ 2405685:7K6DCJGN 2405685:WW2J2K62

Building the Next Generation of Girls (and Boys) in Technology in Sierra Leone - Abakah, Julian; Mason, Harriet (UNICEF Sierra Leone, 2023)
Building the next generation of Girls (and boys) in Technology in Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2339240:SNRGEUMK 2405685:ADDZMLVR

Building Stronger Education Systems: Stories of Change (Global Partnership for Education, 2019)
The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan.
Publication Title: Global Partnership for Education KerkoCite.ItemAlsoKnownAs: 2339240:MHPT5FM3 2405685:8XCGNDGA
Keywords: Access to Education; Barriers; Developing Nations; Disadvantaged; Early Childhood Education; Economic Development; Educational Change; Educational Improvement; Educational Needs; Educational Practices; Educational Quality; Equal Education; Foreign Countries; Reading Instruction; Reading Skills; Refugees; Rural Education; Technology Uses in Education; Womens Education

Building State Capacity - Di Maro, Vincenzo; Evans, David K.; Khemani, Stuti; Scot, Thiago (2021)
Although research has established the importance of state capacity in economic development, less is known about how to build that capacity and the role of external partners in the process. This paper estimates the impact of a typical development project designed to build state capacity in a low-income country. Specifically, it evaluates a multilateral development bank project in Tanzania, which incentivized investments in local state capacity by offering grants conditional on institutional performance scores. The paper uses a difference-in-differences methodology to estimate the project impact, comparing outcomes between 18 project and 22 non-project local governments over 2016–18. Outcomes were measured through two rounds of primary surveys of nearly 500 local government officials and nearly 3,000 households. Over the course of the project, measured state capacity improved in project areas, but due to comparable gains in non-project areas, the project’s value-added to change in state capacity is estimated to be zero across all the dozens of relevant variables in the surveys. The data suggest that state capacity is evolving in Tanzania through endogenous changes in trust and legitimacy in the country rather than from financial incentives offered by external partners.
Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 2339240:JPXRZ2XQ 2405685:5ZSUJQ6H 4656463:RBLHVDBX
Keywords: ⛔ No DOI found

Building State Capability: Evidence, Analysis, Action - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Oxford University Press, 2017)
This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past.
KerkoCite.ItemAlsoKnownAs: 2339240:FKJLDS8U 2405685:V8AM2PXA

Building State Capability: Evidence, Analysis, Action - Pritchett, Lant; Andrews, Matt; Woolcock, Michael (2017)
"Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing.
KerkoCite.ItemAlsoKnownAs: 2339240:PI9N59BE 2405685:23NKUBAX 4656463:J3ERMP4G

Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries - Angrist, Noam; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Cullen, Claire; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (National Bureau of Economic Research, 2023)
KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2339240:B5AL6QWY 2405685:AFKK5JK7

Building Resilient Education Systems: A Rapid Review of the Education in Emergencies Literature - Tarricone, Pina; Mestan, Kemran; Teo, Ian (Australian Council for Educational Research, 2021)
The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-639-0 2339240:MBDBTMKX 2405685:G9BYVZHN

Building Quality in Summer Learning Programs: Approaches and Recommendations - McLaughlin, Brenda; Pitcock, Sarah (The Wallace Foundation, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:HL4JUCJP 2405685:3M5GY93V
Keywords: ⛔ No DOI found

Building effective COVID-19 Education Response Plans: Insights from Africa and Asia - Kimenyi, Eric; Otieno, Jennifer; Kaye, Tom (EdTech Hub, 2020)
previousshortDOI: 10/ghgk6r previousDOI: 10.5281/zenodo.3884302 EdTechHub.Source: 2405685:6W2UWE89 EdTechHub.Source: <this> shortDOI: 10/ghgk6r KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 10.53832/edtechhub.0041 10/ghgk6r 2129771:2MD2QL8K 2339240:7QEJ68RG 2405685:6W2UWE89 2405685:7HQN2HAD
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Building effective COVID-19 education response plans: Insights from Africa and Asia - Otieno, Jenn Cotter; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2020)
by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707848 2405685:53CUDS8Y 2405685:FTVF4TKE
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Building Educational Foundations through Innovation & Technology (BEFIT): Malawi Scale-Up Program Overview - Government of Malawi (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:VG6HFP8C 2405685:CHYEF38Q 2405685:GHJ6XWR4

Building Education Foundations through Innovation & Technology: Malawi Scale-Up Program Overview - Malawi Ministry of Education (Government of Malawi, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:989PJPWR 2405685:35X56FZB

Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview - Malawi MoE (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:J8T5KC5S 2405685:U5E6UYNQ

BUILDING E-TEACHING CAPACITY OF TVET LECTURERS TO CUSHION THE EFFECTS OF COVID-19 AND OTHER FUTURE PANDEMICS ON TERTIARY EDUCATION SYSTEM OF LOW AND MIDDLE INCOME COUNTRIES - Bakare, Jimoh; Oviawe, Jane Itohan; Nwachukwu, Christiana; Anoure, Nonesta Chidiebere; Anayo, Madu Maureen; Maghalu, Favour Amarachi
KerkoCite.ItemAlsoKnownAs: 2405685:K4CY74SY
Keywords: ⛔ No DOI found

Building capability by delivering results: Putting Problem-Driven Iterative Adaptation (PDIA) principles into practice - Andrews, Matt; Pritchett, Lant; Samji, Salimah; Woolcock, Michael (A governance practitioner's notebook: alternative ideas and approaches, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:PS9EJFFG 2405685:JLFVP35G

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery - Angrist, Noam; de Barros, Andreas; Bhula, Radhika; Chakera, Shiraz; Cummiskey, Chris; DeStefano, Joseph; Floretta, John; Kaffenberger, Michelle; Piper, Benjamin; Stern, Jonathan (International Journal of Educational Development, 2021)
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102397 2339240:6FG39EY3 2339240:LB3VWRGN 2405685:7MUIIRXU
Keywords: COVID-19; Education; Foundational skills; Learning loss; Recovery

Building back better: post-earthquake responses and educational challenges in Pakistan - Kirk, Jackie (UNESCO, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:86QE8UYC 2405685:IPHTPGVQ

Building back better: Education systems for resilience, equity and quality in the age of Covid-19 - Vu, B.T.; Savonitto, I.S. (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6ANV6VM6 2405685:8W2VVGVE

Building and Sustaining National ICT Education Agencies: Lessons from International Experiences - Trucano, Michael; Dykes, Gavin (World Bank, 2016)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.
Accepted: 2017-02-17T20:34:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/26086 2405685:PB3NAB8I
Keywords: Education Agencies; Education Policy; ICT Education; Ict

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2339240:76QI6ABS 2405685:27N3HDGU 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an inclusive definition of e-learning: An approach to the conceptual framework - Sangrà, Albert; Vlachopoulos, Dimitrios; Cabrera, Nati (The International Review of Research in Open and Distributed Learning, 2012)
E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1161 10/gfdb7r 2339240:M75M3X48 2405685:SW8QT9ZX

Building an Acceptable Use Policy - Tanweer, Rabia; Wyss, Natalie (EdTech Hub, 2023)
Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7754059 ZenodoArchiveConcept: 7754058 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521858 10.5281/zenodo.7754059 10.53832/edtechhub.0161 2405685:6E2WK46K
Keywords: _r:AddedByZotZen

Building a high-quality teaching profession: lessons from around the world - Schleicher, Andreas (OECD, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1787/9789264113046-en 2405685:KHTXBDEZ 2534378:I7ZW5U83

Building a globalised research system – the case of Bangladesh - Irfanullah, H (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:FYJUZ95H 2405685:CJIZGFZR

Building a better Learning Management System for teachers: How Agile methods are being used to support education reform in Tanzania - Simmons, Hannah (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13847110 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1064 ZenodoArchiveConcept: 13847109
Keywords: _r:AddedByMyEducationEvidence

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

Brokerage and closure: An introduction to social capital - Burt, Ronald S. (Oxford university press, 2005)
zotzenLib.CopiedFrom: 2339240:QUGVRQJY KerkoCite.ItemAlsoKnownAs: 2339240:QUGVRQJY 2405685:GFXDZ5XQ

Broadening borders to build better schools: virtual professional learning communities - Carpenter, Daniel; Munshower, Paul (The International Journal of Educational Management, 2019)
PurposeThe purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.Design/methodology/approachA phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).FindingsTeacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.Research limitations/implicationsThe research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.Practical implicationsThe findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.Originality/valueThe promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Place: Bradford Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2338030077?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2339240:ITBNKNJS 2405685:493XEK9T 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E
Keywords: Collaboration; Communities of Practice; Computer Mediated Communication; ERIC; Current Index to Journals in Education (CIJE); Education; Educational technology; Faculty Development; Learning; Meetings; Preferences; Professional development; Professional learning communities; Rural Schools; Rural schools; School districts; Teacher Attitudes; Teacher Collaboration; Teacher collaboration; Teachers; Teaching; Virtual professional learning communities; __:import:01; __:match:final; __:matched; __:study_id:2095794; __finaldtb

Broadband “the missing link” in global access to education - UNESCO (2013)
New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.
KerkoCite.ItemAlsoKnownAs: 2339240:LFW4CTLN 2405685:6J5F2H5H

Broadband “the missing link” in global access to education - Williams, Sue; Parkes, Sarah (UNESCO, 2013)
New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:N8IVNWBY

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

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained
KerkoCite.ItemAlsoKnownAs: 2339240:WNM4VGH5 2405685:8N72DLST 2405685:9ARZFX56

Bringing Digital Learning to Rural Schools: A Rapid Evaluation of Lyra in Africa - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8391601 ZenodoArchiveConcept: 8391600 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7857255 10.5281/zenodo.8391601
Keywords: _r:AddedByZotZen

Briefing note on e-learning - World Bank (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:R8SD9XHC 2405685:IRPDPJ5Z

Brief on the Implementation of System-Wide Policies in the Education Sector - Federal Ministry of Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IC5XH9Z3 2405685:ZXPRF8F4

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XGGMIWR6 2405685:S6CDN5A7

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:AL2VQD4K 2339240:X7YESBUZ 2405685:PZRG8IXK 2405685:TZ4FTP8N

Brief 4 - How data from DPL tools can be utilised to support learning - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825872 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1094 ZenodoArchiveConcept: 14825871
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief 3 - Which design features enable successful DPL - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825860 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1093 ZenodoArchiveConcept: 14825859
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief 2 - Overview of the implementation of the tool and the support teachers require to implement DPL - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825850 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1092 ZenodoArchiveConcept: 14825849
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief 1 - How DPL can support FLN and equitable learning in Kenya - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825837 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1091 ZenodoArchiveConcept: 14825836
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Bridging the gender digital divide - UNICEF (UNICEF, 2021)
The gender technology gap is standing in the way of equality. Learn how we're bridging the gender digital divide so girls can access technology.
KerkoCite.ItemAlsoKnownAs: 2339240:NX8EKNQI 2405685:EZQV7F2Y