RECOVR Ghana: Tracking the Effects of the COVID-19 Pandemic. Innovations for Poverty Action. - Innovations for Poverty Action (Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YRW2WNJF 2405685:PNGSGGIP

Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries - Innocenti, UNICEF Office of Research- (UNICEF-IRC, 2020)
The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud
KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U

How to become an independent learner - InnerDrive
Independent learning is the holy grail of education. Here's what it looks like and how students can become independent learners.
KerkoCite.ItemAlsoKnownAs: 2339240:PU96IMYL 2405685:8QHVY3E9

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

InfoTimor - InfoTimor
KerkoCite.ItemAlsoKnownAs: 2405685:Y75XCM6T

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

Education and Sustainable Development Challenges - Information and Decision Support Center (2021)
التعليم وتحديات التنمية المستدامة,الخميس. 09 سبتمبر., 2021,أ.د. سعيد المصري,
KerkoCite.ItemAlsoKnownAs: 2339240:C6ZJGRKB 2405685:PEZ4Q8F7

Encuesta para la Medición del Impacto COVID-19 en la Educación (ECOVID-ED) 2020 - INEGI (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TS5IE4H9 2405685:BPRVAVR3

Promoting Climate-Sensitive Early Childhood Care and Education in Emergencies - INEE (Inter-agency Network for Education in Emergencies (INEE), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JDEMSN5P 2405685:PUXYLSLB

Ethical Aspects of Faking Emotions in Chatbots and Social Robots - Indurkhya, Bipin (arXiv, 2023)
Telling lies and faking emotions is quite common in human-human interactions: though there are risks, in many situations such behaviours provide social benefits. In recent years, there have been many social robots and chatbots that fake emotions or behave deceptively with their users. In this paper, I present a few examples of such robots and chatbots, and analyze their ethical aspects. Three scenarios are presented where some kind of lying or deceptive behaviour might be justified. Then five approaches to deceptive behaviours - no deception, blatant deception, tactful deception, nudging, and self deception - are discussed and their implications are analyzed. I conclude by arguing that we need to develop localized and culture-specific solutions to incorporating deception in social robots and chatbots.
arXiv:2310.12775 [cs] KerkoCite.ItemAlsoKnownAs: 2339240:KR5WVJGX 2405685:UPY4I2DF
Keywords: Computer Science - Robotics; I.2.9

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

Global South teacher educators in digital landscape: implications on professional learning - Impedovo, Maria Antonietta; Malik, Sufiana Khatoon; Kinley, Kinley (Research on Education and Media, 2019)
Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.
Publisher: Sciendo Section: Research on Education and Media KerkoCite.ItemAlsoKnownAs: 10.2478/rem-2019-0018 2339240:Z3R2S3E6 2405685:9SU5FW7M
Keywords: ⚠️ Invalid DOI

Pakistani Teacher-Educator Professional Learning through an International Blended Course - Impedovo, Maria Antonietta; Malik, Sufiana Khatoon (Open Praxis, 2019)
International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.11.2.928 2339240:YNGS2RBD 2405685:DLCJJKLI
Keywords: Blended Learning; Cultural Awareness; Faculty Development; Foreign Countries; Instructional Design; International Education; Interpersonal Competence; Professionalism; Skill Development; Teacher Educator Education; Teacher Educators; Teaching Skills; Technological Literacy

Statement of Action: Accelerate Equitable and Quality Inclusive Education for Children and Youth with Disabilities. - Impact Initiative (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VFTE8K5B 2405685:NHVRS8KU

Kenya's pioneering eLearning programme - iMlango (iMlango, 2022)
iMlango aims to improve education outcomes in maths, literacy & life skills for 180,000 children in 245 schools by delivering access to digital education services & content.
KerkoCite.ItemAlsoKnownAs: 2339240:KPD8MKWN 2405685:NDXD68C9

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

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

Endline Evaluation Report - IMC Worldwide (International Rescue Committee and EAGER Consortium, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:L32BDHY2 2405685:ZR7Q4CXB

Midterm Evaluation Report - IMC Worldwide (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X6NTWCQM 2405685:75DWT6LL

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

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

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

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

DRAFT Technical Report: Impacts of a 2-year EdTech program on early primary learning in Malawi amid disruptions due to COVID-19 - Imagine Worldwide (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IHETD9DX 2405685:M4C6ZJ6J

Imagine Worldwide Launches Commitment to Action at CGI 2024 - Imagine Worldwide (Imagine Worldwide, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CNJTD9HE 2405685:R7FEXP64

Salama Africa: Bridging the Gap for Out-of-School Children in Dzaleka Refugee Camp - Imagine Worldwide (Imagine Worldwide, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:22KVIIH8 2405685:QSDESVX8

Sierra Leone - Imagine Worldwide (Imagine Worldwide)
KerkoCite.ItemAlsoKnownAs: 2339240:PNMDLYWW 2405685:IKXXL6E2

Household Income Expenditure Surveys (HIES) - ILO
KerkoCite.ItemAlsoKnownAs: 2339240:4TWM4JLA 2405685:K6HWSSS5

World Employment and Social Outlook | Trends 2022 - ILO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBSJ45I5 2405685:DR9CPE67 4656463:2R94XTGQ

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

Deschooling Society - Illich, Ivan (Marion Boyars, 1971)
Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggest some radical and exciting reforms for the education system.
KerkoCite.ItemAlsoKnownAs: 2405685:PM6GNMCT
Keywords: Social Science / Sociology / General

Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? - Ilie, Sonia; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2018)
Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2017.1347870 2339240:KQ8HNB2E 2405685:ZDDL4CR3

Online Course Satisfaction in a Holistic Flipped Classroom Approach - Ilic, Ulaş (Journal of Educational Technology and Online Learning, 2021)
The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses.
KerkoCite.ItemAlsoKnownAs: 10.31681/jetol.935325 2339240:XJ8SSCBR 2405685:FXMJU98K

A snapshot of online learners: e-Readiness, e-Satisfaction and expectations - Ilgaz, Hale; Gülbahar, Yasemin (The International Review of Research in Open and Distributed Learning, 2015)
The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An ereadiness scale and an e-satisfaction scale was administered as quantitative measures, with openended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i2.2117 2339240:VWS426GB 2405685:DG5SS63P

Revitalizing the Planning Commission: Some Recommendations - Ikram, Khalid (eSocialSciences, 2011)
This paper considers the key problems confronting the Pakistan Planning Commission; brieﬂy examines the essentials of planning for a mixed economy; draws lessons from the experience of countries, both developed and developing, that have formulated and implemented successful plans; and suggests measures to revitalize the Planning Commission. Some suggestions are put forward for continuous upgrading of the institutionâ€™s skills in the longer run. The paper also describes ways in which policymakers can learn from their counterparts in successful countries in the neighborhood. [IGC Rapid Response]. http://www.theigc.org/node/1300
KerkoCite.ItemAlsoKnownAs: 2339240:P5S4UGSP 2405685:XF9459X7
Keywords: Pakistan; Pakistan Planning Commission

The Effect of Teachers' Professional Development in Video Technology on Mathematics and the English Language Learning of Preschoolers in a Rural Primary School in Pakistan. - Ikram, Hamid (2016)
The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS & Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes. This study showed teachers' motivation and frustration, before and after professional development, toward the use of video technology in the classroom. Also, this study showed the effect of learning videos assisted with games, coloring activities, and portfolios on student's English and mathematics' learning. The demographics of gender, socioeconomic status of the students, parents' education and occupation, learning resources at home for children, and the use of technology and media at home were contrasted to examine how they affect students learning of mathematics and English. The participants of the study were 80 nursery students and two English and math teachers in a rural primary school of Punjab province in Pakistan. Data were collected through a semi-structured interview protocol, biographical survey, and English and math tests. The demographic characteristics of the participants revealed that there were 55 percent female students and 45 percent male students ranging in age from 4 to 6 years. The demographics also revealed that 81 percent of the students belonged to households that had not more than $100 income per month. The findings supported that a majority of the students belonged to low socioeconomic status (SES), and fathers were the main source of household income. The findings showed that fathers' level of education was higher than that of the mothers' level of education. The effective delivery of the content with videos and students' engagement motivated teachers. The use of videos remarkably enhanced students' learning of math numbers and English alphabet in experimental classrooms. However, the lack of funds and technology training was the biggest frustration for teachers. The findings from this research contributed to the literature about teachers' professional development and use of learning media. The findings also identified the reasons behind teachers' frustration and motivation to bring technology in the classroom. Consequently, these study findings informed administrators, teachers, and parents to improve existing teaching and learning practices at early education level in Pakistan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
KerkoCite.ItemAlsoKnownAs: 2339240:FLFX5IGI 2339240:GEMLTXYF 2405685:KFYBLHY6 2405685:RP6L4XQU
Keywords: Educational Media; Educational Technology; Elementary School Teachers; English Language Learners; Foreign Countries; Mathematics Education; Mathematics Instruction; Mixed Methods Research; Pakistan; Preschool Children; Professional Development; Rural Schools; Second Language Learning; Semi Structured Interviews; Surveys; Technology Uses in Education; Video Technology

The Impact of Teachers Professional Development in Video Technology on Mathematics and English Learning of Preschoolers in a Rural Primary School in Pakistan - Ikram, Hamid (International Journal for Digital Society, 2015)
Learning media technologies are common and affordable tools in preschools for teaching and learning purposes. Unfortunately, many young children from low socio-economic communities do not have challenging and stimulating learning environment as compared to their advantaged peers.
KerkoCite.ItemAlsoKnownAs: 10.20533/ijds.2040.2570.2015.0131 2339240:UGARGA2L 2405685:Z3SIF5WJ

Digital transformation of everyday life – how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? - Iivari, Netta; Sharma, Sumita; Ventä-Olkkonen, Leena (International Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2020.102183 2339240:862JJKVQ 2405685:DA28K3HJ

Reopening schools: How to get education back on track after COVID-19 - IIEP UNESCO; Planning, International Institute for Educational (IIEP-UNESCO, 2020)
It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e
KerkoCite.ItemAlsoKnownAs: 2405685:5SA26P7G

Les TIC au service de l'éducation : Impact et enseignements retenus des activités appuyées par IICD - IICD (2007)
KerkoCite.ItemAlsoKnownAs: 2405685:TW37BR7D

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

A systems thinking approach to e-learning on climate change: Capacity-building for junior high school teachers in the Philippines - Ignacio, John Trixstan Santos; Gonzales, Charlotte Kendra Gotangco; Lee-Chua, Queena (International Journal of Disaster Resilience in the Built Environment, 2023)
A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning.,The study implemented e-learning modules using an ST approach versus a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study.,The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change.,The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes.,This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/IJDRBE-02-2023-0022 2339240:3D9RVHFE 2405685:I6Q5NPMF

Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study - Iglesias-Pradas, Santiago; Hernández-García, Ángel; Chaparro-Peláez, Julián; Prieto, José Luis (Computers in Human Behavior, 2021)
The COVID-19 pandemic has caused a massive disruption in the way traditional higher education institutions deliver their courses. Unlike transitions from face-to-face teaching to blended, online or flipped classroom in the past, changes in emergency remote teaching –a temporary shift of instructional delivery to an alternate remote delivery mode due to crisis circumstances– happen suddenly and in an unplanned way. This study analyzes the move to emergency remote teaching at the School of Telecommunication Engineering (Universidad Politécnica de Madrid), and the impact of organizational aspects related to unplanned change, instruction-related variables –class size, synchronous/asynchronous delivery– and use of digital supporting technologies, on students' academic performance. Using quantitative data of academic records across all (N = 43) courses of a bachelor's degree programme in Telecommunication Engineering and qualitative data from a questionnaire delivered to all (N = 43) course coordinators, the research also compares the academic results of students during the COVID-19 pandemic with those of previous years. The results of this case study show an increase in students' academic performance in emergency remote teaching, and support the idea that organizational factors may contribute to successful implementation of emergency remote teaching; the analysis does not find differences across courses with different class sizes or delivery modes. The study further explores possible explanations for the results of the analysis, considering organizational, individual and instruction-related aspects.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2021.106713 2339240:47EZAIGG 2405685:BAEW2B98

(Mis)allocation of teachers and state capacity - IGC - International Growth Centre (IGC)
Cross-country differences in educational attainment are large. Despite a massive expansion of primary schooling in developing countries in the last decades, a substantial share of the population in low-income countries still does not complete primary education. Since teachers are a key input into the education process and teacher compensation constitutes a major part of public […]
KerkoCite.ItemAlsoKnownAs: 2339240:XIEAXR6T 2405685:CI7DS6CX

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives - Ifenthaler, Dirk; Schweinbenz, Volker (Computers in Human Behavior, 2013)
00019 shortDOI: 10/f4tjt5 KerkoCite.ItemAlsoKnownAs: 10/f4tjt5 2129771:M9P8TCWL 2405685:E3CT5IEQ

Formation de formateurs au numérique éducatif de 4 pays (Burkina, Comores, Mali et Tchad) - IFADEM (Initiative francophone pour la formation à distance des maîtres, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:2GY6RDDF

Impact of COVID-19 on child labour in South Asia - Idris, Iffat (University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CJ4HLYNA 2405685:BEQQ6H6S

IDRC in Pakistan - IDRC (IRDC, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:CFIXEMFB 2405685:CTCDCYPM

Data quality check for hierarchical linear data with outliers - idinsight (2022)
How to implement a data quality check for pairs of variables displaying linear relationships.
KerkoCite.ItemAlsoKnownAs: 2339240:M8FQ77D9 2405685:43GVXKPC 4656463:SNDBI83X

Scaling Innovation - IDIA (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:8QXXSHYB 2405685:89A5YFFH 2405685:UZQWN3RG 8QXXSHYB

Design Kit - IDEO.org (Design Kit Methods for Human Centered Design, 2015)
Human-centered design is a practical, repeatable approach to arriving at innovative solutions. Think of these Methods as a step-by-step guide to unleashing your creativity, putting the people you serve at the center of your design process to come up with new answers to difficult problems.
KerkoCite.ItemAlsoKnownAs: 2339240:K6Q474LC 2405685:6Y4NPGWH

Technology for Teacher Training - IDEAS (IDEAS | Institute of Development and Economic Alternatives, 2017)
The project will be introducing a new model of delivering in-service teacher training to government sector primary school teachers (PSTs), which builds upon the existing structure of cluster-based Continuous Professional Development (CPD) in Punjab.The Directorate of Staff Development (DSD) employs a cluster-based approach to in-service teacher training which constitutes a cascading model. Although the model […]
KerkoCite.ItemAlsoKnownAs: 2339240:6KEW4AH9 2405685:8E46E4T2

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

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

What is the Matthew Effect on Khan Academy in India? - ICTworks (2016)
Library Catalog: www.ictworks.org KerkoCite.ItemAlsoKnownAs: 2405685:BAPUUJY9

DigiSchool - ICT Authority
KerkoCite.ItemAlsoKnownAs: 2405685:BC5NUXIX

DigiSchool – ICT Authority - ICT Authority
KerkoCite.ItemAlsoKnownAs: 2339240:K3YM9LWV 2405685:HAD56BVL

Home - ICT Authority
KerkoCite.ItemAlsoKnownAs: 2405685:8337SKJY

Kenya Open Data - ICT Authority
Library Catalog: www.opendata.go.ke KerkoCite.ItemAlsoKnownAs: 2405685:LYRRHTWP

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

Rwanda - ICDL (ICDL Africa)
KerkoCite.ItemAlsoKnownAs: 2405685:ZKA85DTR

Rwanda Revenue Authority becomes ICDL Accredited Test Centre - ICDL (ICDL Africa, 2018)
The Rwanda Revenue Authority (RRA) is a government revenue collection agency established by the Parliament of Rwanda. The RRA is charged with enforcing, assessing, collecting, and accounting for the various taxes imposed in Rwanda. As part of its work to support digitalisation and improve service delivery, the RRA is training and certifying its staff to …
EdTechHub.ItemAlsoKnownAs: 2405685:S6FPJA85

The National Bank of Rwanda - ICDL (ICDL Africa, 2017)
The National Bank of Rwanda strives to be a world class Central Bank that contributes to economic growth & development, by using robust monetary policy tools to maintain stable market prices. The Bank ensures financial stability in a free market economy as it embraces innovations, diversity, inclusiveness, and economic integration. The Central Bank of Rwanda …
EdTechHub.ItemAlsoKnownAs: 2405685:UACHVVMH

Safe Back to School: A Practitioner’s Guide - IASC Global Education Cluster; Child Protection Global Protection Cluster (INEE, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TT35QG9N 2405685:CAWF597M

Technology integration: Managing technological evolution in a complex environment - Iansiti, Marco (Research policy, 1995)
Publisher: North-Holland KerkoCite.ItemAlsoKnownAs: 10.1016/S0048-7333(94)00781-0 2339240:QFJ7MDRP 2405685:PDF7K229

Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of COVID-19 - Iannizzotto, Giancarlo; Nucita, Andrea; Fabio, Rosa Angela; Caprì, Tindara; Bello, Lucia Lo (Information (Switzerland), 2020)
In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by gestures, to actively participate in remote rehabilitation and special education sessions by exploiting eye-gaze tracking. As not all subjects can access commercial eye-tracking devices, we investigated new ways to facilitate the access to eye gaze-based interaction for this specific case. The adopted communication platform is a videoconferencing software, so all we had at our disposal was a live video stream of the child. As a solution to the problem, we developed a software (named SWYG) that only runs at the "operator" side of the communication, at the side of the videoconferencing software, and does not require to install other software in the child's computer. The preliminary results obtained are very promising and the software is ready to be deployed on a larger base. While this paper is being written, several children are finally able to communicate with their caregivers from home, without relying on expensive and cumbersome devices.
KerkoCite.ItemAlsoKnownAs: 10.3390/info11060296 2405685:8EIPHM8H
Keywords: COVID-19; Remote interactive education; Telerehabilitation; Video conferencing; Video-based eye-gaze tracking

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Iam-Khong, N; Suksakulchai, S (Journal of Engineering and Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jeasci.2011.397.407 2339240:F8TGE25F 2405685:GM2EKPBV
Keywords: ⚠️ Invalid DOI

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

Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 - Hwang, Gwo-Jen; Tsai, Chin-Chung (British Journal of Educational Technology, 2011)
00000 shortDOI: 10/cxcftr KerkoCite.ItemAlsoKnownAs: 10/cxcftr 2129771:LRQZJR58 2405685:WTJ7YWY5

A Study of the Association between Self-Directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan - Hussain, Tariq; Sabar, Ajia; Jabeen, Rafia (Bulletin of Education and Research, 2019)
Education at every level is typically future-oriented; it is imperative for the learners to keep pace with the unpredictable and fast changing world. The field of teacher-education is no exception. Student-centered approaches have started gaining popularity in today's day and age. Self-directed learning is becoming one of the most prominent phenomena for the 21st century learners. This study investigated whether any relationship exists between Self-Directed Learning readiness (SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach was adopted and correlation research design was used. The population comprised all the master level students of the Institute of Education and Research, enrolled in the session 2017-2019. The total number was 510. The researchers used multistage sampling to draw a sample. A total of 300 students were included in the research. To determine the SDLR of student-teachers, a modified SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers' self-directed learning readiness is high. It was determined that a significant difference does not exist among the population on the basis of gender or marital status.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:Q4MNT3WE 2405685:Q32HJ6XQ
Keywords: Academic Achievement; Correlation; Foreign Countries; Gender Differences; Graduate Students; Independent Study; Learning Readiness; Marital Status; Masters Programs; Student Centered Learning; Student Teacher Attitudes; Student Teachers; Teacher Education; ⛔ No DOI found

Improving public school teachers in Pakistan: challenges and opportunities. Improving Schools - Hussain, Rana; Ali, Sajid (Improving Schools, 2010)
This article tries to respond to a basic question: ‘can in-service teachers of public sectors in Pakistan be reformed?’The authors ’ response to this question is: ‘yes, public teachers can be reformed, if contextual possibilities are exploited efficiently’. Although a straightforward and simplistic response to the question, this was felt necessary to counter an unfavourable bias against public sector teachers in Pakistan without recognizing the challenges that they face, and without recognizing the potential of many of the public teachers who continuously strive to change these negative perceptions. This article recognizes the potential of public teachers and shares a relatively successful example of improving competencies among public teachers to support the response – the Cluster-Based Mentoring Programme (CBMP). Important features of the programmes are described along with discussion on its effective-ness and sustainability.
shortDOI: 10/drkb8p KerkoCite.ItemAlsoKnownAs: 10.1177/1365480209352404 10/drkb8p 2405685:JV9I656L

Effects of Information and Communication Technology (ICT) on Students' Academic Achievement and Retention in Chemistry at Secondary Level - Hussain, Ishtiaq; Suleman, Qaiser; ud Din, M. Naseer; Shafique, Farhan (Journal of Education and Educational Development, 2017)
The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.
Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v4i1.1058 2339240:PEKV6S35 2405685:DKAAC8HF
Keywords: Chemistry; Computer Uses in Education; Conventional Instruction; Foreign Countries; Influence of Technology; Pretests Posttests; Retention (Psychology); Science Achievement; Science Instruction; Secondary School Science; Secondary School Students; Statistical Analysis

Emerging Technologies: An Overview of Practices in Distance Education - Hussain, Irshad (Journal on School Educational Technology, 2007)
In contemporary society, information technologies and communication technologies (ICTs) are playing crucial role in dissemination of knowledge and information the world over. Universities/ higher education institutions, particularly distance education universities in developed countries are making best use of these technologies for effective and interactive teaching learning process. Developing countries are also trying to adopt the model of developed countries according to their resources and circumstances. Distance education universities in developed countries like United States of America and United Kingdom are using advanced (emerging) technologies such as computers, Internet (World Wide Web) satellite communication, teleconferencing (videoconferencing and audio conferencing) and virtual reality in education and training. In developing countries like India, Pakistan and Thailand, distance education universities are using Radio, Television and Internet for teaching learning purpose and students support services. They are using computers mostly for office work. They are trying to adopt advanced technologies like developed countries but they have some limitations of resources (human & material resources). In future it is hoped that developing countries will also be using emerging technologies for teaching learning purpose.
Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jsch.3.2.751 2339240:C2AIV4L4 2405685:C5QWP7I4
Keywords: Case Studies; Computer Mediated Communication; Distance Education; Educational Development; Educational Practices; Educational Technology; Educational Television; Foreign Countries; Influence of Technology; Information Networks; Online Systems; Open Universities; Technological Advancement; Technology Integration; Technology Uses in Education; Telecommunications; Virtual Universities

Supporting Head Start parents: impact of a text message intervention on parent–child activity engagement - Hurwitz, Lisa B.; Lauricella, Alexis R.; Hanson, Ann; Raden, Anthony; Wartella, Ellen (Early Child Development and Care, 2015)
Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head Start programmes to engage in more learning activities with their children. Two hundred and fifty-six parents participated in the study with approximately half receiving text messages for six weeks. All participants completed a questionnaire about the types of learning activities in which they engaged their children. Parents who received the service engaged in more learning activities; this was particularly true of fathers and parents of boys. Parents reported high rates of satisfaction with service. These results suggest that text-based interventions as a supplement to other forms of family engagement may successfully communicate parenting information and support parental engagement with young children.
Publisher: Routledge _eprint: https://doi.org/10.1080/03004430.2014.996217 KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2014.996217 2339240:NJTXLNF5 2339240:TK28IPXS 2405685:F9LQR8ZG 2405685:Q6CYNMQT 2405685:UM843NTW 2534379:P9HM3PMZ
Keywords: Head Start; ___working_potential_duplicate; activities; early childhood; intervention; parenting; text messaging

How can digital formative assessment help monitor student learning during and after the COVID-19 era? - Huong, Le Thu; Au, Yee Ki (UNESCO IIEP Learning Portal, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SS2P6WHV 2405685:WLXNK8I2

Teaching at the Right Level (TaRL) - HundrED.org (2019)
Simple, scalable, effective and learner centered. We tailor instruction to a child with fun, level-targeted activities to enable them to learn basic numeracy. Our model is a 30-day intervention implemented one hour a day. The pillars; assess and group students by ability, use targeted instruction, employ fun and engaging learner appropriate materials and maintain strong implementation systems.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2405685:Q788MU3T

Dot Mini - Access anything. Anywhere. - HundrED (2020)
Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:KT5V2JBC 2405685:HP7DVFAT

Kiwix - HundrED (2020)
Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU

Making preschool STEM education accessible, affordable in Vietnam - HundrEd (2023)
KidsEdu is Vietnam's first preschool STEM curriculum validated by STEM.org. It aims to bring digital literacy to millions of preschool children, with focus on computational thinking and robotics. KidsEdu makes it possible to deliver preschool STEM program at fee as low as USD 3.5/student/month, by: localizing curriculum; sponsoring STEM labs; supporting preschool STEM teacher development.
KerkoCite.ItemAlsoKnownAs: 2339240:FI57USH2 2405685:T2CIKIN7

A guide for planning and strategy development in the face of complexity - Hummelbrunner, Richard; Jones, Harry (Overseas Development Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:WXCR5DAR 2405685:A49N9HPW

Guidance Note 1: Inclusive Digital Learning - Humanity and Inclusion (INEE, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK
Keywords: ___working_potential_duplicate

Guidance note 1, inclusive digital learning - Humanity and Inclusion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I
Keywords: ___working_potential_duplicate

Global Humanitarian Overview 2020 - Humanitarian InSight (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK

Humanitarian Data Exchange - Humanitarian Data Exchange (OCHA Services: Humanitarian Data Exchange)
KerkoCite.ItemAlsoKnownAs: 2339240:KRXGZT4D 2405685:XZJYPS6F

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

Governments Harm Children’s Rights in Online Learning - Human Rights Watch (Human Rights Watch, 2022)
Governments of 49 of the world’s most populous countries harmed children’s rights by endorsing online learning products during Covid-19 school closures without adequately protecting children’s privacy.
KerkoCite.ItemAlsoKnownAs: 2339240:98DMJG67 2405685:AYPZES2G

World Report 2018 - Human Rights Watch (2017)
World Report 2018 summarizes key human rights issues in more than 90 countries and territories worldwide, drawing on events from late 2016 through November 2017.
Library Catalog: www.hrw.org KerkoCite.ItemAlsoKnownAs: 2339240:QUM6DAZR 2405685:2CXPZYVW 2405685:6SY5SDVC

Gender Inequality Index (GII): Human Development Reports - Human Development Report (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5RBLVQAF 2405685:SADRRVDB

Youth Transitions: Creating Pathways to Success - Hughes, Deirdre; Smith, Graeme (Education Development Trust, 2020)
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and – in some countries – an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:L5AZMEAV 2405685:KWZK6FAG
Keywords: 21st Century Skills; COVID-19; Career Development; Career Education; Economic Climate; Education Work Relationship; Educational Policy; Employers; Foreign Countries; Job Skills; Labor Market; Pandemics; Public Policy; Social Change; Technology Uses in Education; Vocational Education; Youth Employment

Automated knowledge extraction from IS research articles combining sentence classification and ontological annotation - Huettemann, Sebastian (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:APEG3W9C 2486141:M878DKL8
Keywords: _Added-ailr-2024; ⛔ No DOI found

Republic of Yemen - Restoring and expanding energy access : power sector reengagement note - Huenteler, Joern Thorsten; Khanna, Ashish; Badiei, Sara; Matsuo, Tyeler Marissa; Maier, Elisabeth; Fernstrom, Erik Magnus (The World Bank, 2017)
Already before the conflict, much of Yemen’s population was deprived of basicelectricity services. Even before the conflict, Yemen was considered the least electrifiedcountry in the MENA region, with a pre-crisis access rate from all sources of only 55percent. The country’s per capita electricity consumption stood at 243 kWh in 2013,almost one-sixth of the regional average (The World Bank Group, 2016). There had been little progress in the electricity sector over the last decade. The sectormade little progress on improving operational efficiency and quality of service or inreducing high electricity losses, while costing the country over 10 percent of its GDPannually through direct and indirect subsidies (The World Bank, 2013). The ongoing conflict has significantly worsened the electricity supply situation from an already low level, with severe impact on health, education, water and sanitation, and the private sector, which all rely heavily on a functioning power supply.The top-down model of service delivery has been replaced by a combination of locally managed urban public services and a private-sector driven bottom-up model. The poor have limited access to solar so far, and there are concerns about the qualityof the installed technology.Because the limited functionality of the energy sector has severe consequences for other sectors and the overall Yemeni economy, restoring electricity supply will be a priority for any in-conflict or post-conflict engagement.A recent review of the World Bank’s interventions over the last 15 years in the energy sector concluded that alternative models for procurement and/or project implementation may be needed for in-conflict or post-conflict interventions.New, project-specific public sector institutions created for the purpose ofinfrastructure development were no panacea.Distributed infrastructure investments, while also not as successful as anticipated, tended to work better.The proposed priorities represent sequential steps the electricity system is re-built from the bottom up, both technically and institutionally.The proposed priorities and sequencing are underpinned by a vision for Yemen’spower sector that involves a stronger role for the private sector and moredecentralized service provision.
KerkoCite.ItemAlsoKnownAs: 2339240:DSTXEBG9 2405685:UAMTLET3 4803016:XDIEZFRJ

Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? - Hubber, Paula J.; Outhwaite, Laura A.; Chigeda, Antonie; McGrath, Simon; Hodgen, Jeremy; Pitchford, Nicola J. (Frontiers in Psychology, 2016)
shortDOI: 10/gdm2tc KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2405685:JAYKPAWN

Putting the Power of Transparency in Context: Information's Role in Reducing Corruption in Uganda's Education Sector - Working Paper 136 - Hubbard, Paul (Center for Global Development | Ideas to Action, 2007)
One story popular in development circles tells how Uganda slashed corruption simply by publicly disclosing the amount of monthly grants to schools–thus making it harder for officials to siphon off money for their own enrichment. This working paper finds that while the percentage of funds being diverted did indeed drop, the real value of funds diverted only fell by a modest 12 percent over six years. And the information campaign was no panacea; other policies and reforms also contributed to the improvement. Learn More
KerkoCite.ItemAlsoKnownAs: 2339240:D845HEUR 2405685:44ZDCVTQ 4656463:QM48GHF3
Keywords: ⛔ No DOI found

Curated Tools for Teacher Continuous Professional Development - Hub, EdTech (EdTech Hub)
EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.
KerkoCite.ItemAlsoKnownAs: 2405685:M4R4WE38 2486141:43N7BJSK

Explore EdData Tools - Hub, EdTech (EdTech Hub)
Crowdsourcing Data Technologies for Education in Emergencies
KerkoCite.ItemAlsoKnownAs: 2405685:6T7DNXRX 2486141:TFRMMCMG

Verna Lalbeharie joins EdTech Hub as incoming Executive Director - Hub, EdTech (EdTech Hub, 2021)
We are excited to announce that Verna Lalbeharie is joining EdTech Hub as the incoming Executive Director. A native of South Africa, now living in North Carolina (USA), Lalbeharie brings not only 25 years of EdTech expertise to the role, but also a career-spanning commitment to evidence-building in education technology to create a more equitable future for all students. “When…
KerkoCite.ItemAlsoKnownAs: 2405685:GWTBTPXG
Keywords: _EdTechHub_Output

Country Profile: Lebanon - Huawei (Global Connectivity Index, 2019)
Select and compare the status of your nation's digital transformation against up to 3 nations around the world
KerkoCite.ItemAlsoKnownAs: 2339240:RCNK4LTR 2405685:6F99JY9Y

Empowering personalized learning with an interactive e-book learning system for elementary school students - Huang, Yueh-Min; Liang, Tsung-Ho; Su, Yen-Ning; Chen, Nian-Shing (Educational Technology Research and Development, 2012)
00032 shortDOI: 10/f37ffm KerkoCite.ItemAlsoKnownAs: 10/f37ffm 2129771:73VISNVU 2405685:N78SCBFW

A practitioner's guide to gamification of education - Huang, Wendy Hsin-Yuan; Soman, Dilip (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:93I9NIQH 2405685:HWNWYFFK

Handbook on Facilitating Flexible Learning During Educational Disruption - Huang, Ronghuai; Tlili, Ahmed; Yang, Junfeng; Wang, Huanhuan; Zhang, Mahua; Gao, Bojun; Lu, Hang; Chang, Ting-Wen; Cheng, Qian; Yin, Xiayu; Cheng, Wei (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AM7ZF732 2405685:IWVWTPAJ

Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources - Huang, Ronghuai; Tlili, Ahmed; Chang, Ting Wen; Zhang, Xiangling; Nascimbeni, Fabio; Burgos, Daniel (Smart Learning Environments, 2020)
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Publisher: Smart Learning Environments KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00125-8 2405685:JW4NMFD6
Keywords: Coronavirus (COVID-19); Distance education; Online education; Open education; Open educational practices (OEP); Open educational resources (OER)

Education Management Information System (EMIS): Integrated data and information systems and their Implications in educational management - Hua, Haiyan; Herstein, Jon (2003)
Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.
KerkoCite.ItemAlsoKnownAs: 2339240:EZGX754G 2405685:9NTAMA3P 4656463:KXWXSJ3T
Keywords: ⛔ No DOI found

Education management information system (EMIS): integrated data and information systems and their implications in educational management - Hua, Haiyan; Herstein, Jon (2003)
Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.
KerkoCite.ItemAlsoKnownAs: 2339240:SKPE3V2A 2405685:M9U9KPT2
Keywords: ⛔ No DOI found

Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD - Hu, Xiaoyi; Lee, Gabrielle T.; Tsai, Yu-Ting; Yang, Yang; Cai, Su (Journal of Autism and Developmental Disorders, 2020)
This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-019-03978-2 2339240:8ADGXQEL 2405685:EMBV8RTX

Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders - Hu, Xiaoyi; Han, Zhuo Rachel (International Journal of Developmental Disabilities, 2019)
Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/20473869.2019.1602350 KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2019.1602350 2339240:XFCC6MFH 2405685:2Q77DSNT
Keywords: China; autism spectrum disorders; computer-assisted instruction; gesture-based; match-to-sample; virtual reality technology

Reexamining the impact of self-determination theory on learning outcomes in the online learning environment - Hsu, Hui-Ching Kayla; Wang, Cong Vivi; Levesque-Bristol, Chantal (Education and information technologies, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09863-w 2339240:2XB7RW54 2405685:YKVJG2Z5

The Influence of Young Children's Use of Technology on Their Learning: A Review - Hsin, C.-T; Li, Ming-Chaun; Tsai, Chin-Chung (Educational Technology and Society, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:CW4NPEFU 2405685:FXTVP56R
Keywords: ⛔ No DOI found

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

"Shall I feed my daughter, or Educate her?": Barriers to Girls' Education in Pakistan - HRW (Human Rights Watch, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:PT2YE8RZ 2405685:GVVQQU5S

What Do We Mean by Blended Learning? - Hrastinski, Stefan (TechTrends, 2019)
The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning.
shortDOI: 10/ggkdqc KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00375-5 10/ggkdqc 2405685:QXWVB278

Cornerstone Mathematics: Designing digital technology for teacher adaptation and scaling - Hoyles, Celia; Noss, Richard; Vahey, Phil; Roschelle, Jeremy (ZDM, 2013)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-013-0540-4 2339240:78W225AM 2405685:DEFNNFF5

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

Data collection, primary vs. secondary - Hox, Joop J; Boeije, Hennie R (Encyclopedia of social measurement, 2005)
KerkoCite.ItemAlsoKnownAs: 2339240:UCPDPGBR 2405685:JHLNYE8U 8836279:KMCCAUGF 8836279:NIIEJVFN 8836279:PFLS2S4N 8836279:SI5LCGZX

Seeing the system: Dynamics and complexity of technology integration in secondary schools - Howard, Sarah K.; Thompson, Kate (Education and Information Technologies, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9424-2 2339240:CII7NCHY 2405685:FJ4EYFUE

Having a go: Looking at teachers’ experience of risk-taking in technology integration - Howard, Sarah K.; Gigliotti, Amanda (Education and Information Technologies, 2016)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9386-4 2339240:VVUJLTB5 2405685:P3379GLF

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

International Development Committee Oral evidence: UK aid to Pakistan - House of Commons (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KYXRQAF6 2405685:TP8T24RG

Mothers' and Fathers' Perceived Engagement in Children's Care and Schooling in Bangladesh: A Rural-Urban Comparison - Hossain, Ziarat; Atencio, David J. (Journal of Comparative Family Studies, 2017)
Couched within the bioecological systems theory, this paper examined whether (i) mothers and fathers differed in their perceived engagement with their school-age children's routine care, care on demand, academic interaction at home, and academic interaction at school; (ii) mothers' and fathers' engagement varied as a function of gender-of-child and rural and urban residence; and (iii) socioeconomic and support variables were associated with fathers' engagement with their children's care and academic work in twoparent rural and urban families in Bangladesh. Mother and father pairs from 40 rural and 41 urban families participated in the study. Mothers and fathers were separately interviewed to collect the data. Mothers spent more time in children's routine care and academic interaction at home than fathers did in both rural and urban families. Urban parents spent more time with their children than rural parents did. While rural mothers spent more time in sons' routine care and academic interaction at home than they did with daughters, urban fathers spent more time with sons' routine care than they did with their daughters. Whereas fathers' age and number of children negatively and length of marriage positively predicted fathers' engagement in children's routine care, fathers' age negatively and length of marriage and extra-familial support positively predicted fathers' engagement in children' academic interaction at home in rural families. Findings are discussed in relation to rural and urban fathers' changing roles in children's care and intellectual development in Bangladesh. Formulé dans la théorie des systèmes biologiques et écologiques, cet article examine dans quelle mesure (i) l'engagement des mères et des pères diffère dans les soins directs ou indirects donnés à leurs enfants d'âge scolaire, ainsi que dans leur suivi scolaire à domicile et à l'école; (ii) l'implication des mères et des pères varie en fonction du sexe de l'enfant et de son lieu de résidence rural ou urbain; et (iii) les variables socio-économiques et de soutien sont associées à la motivation des pères dans les soins et l'éducation de leurs enfants pour les familles biparentales rurales et urbaines au Bangladesh. La participation à cette étude comprend des couples mère-père provenant de 40 familles rurales et 41 familles urbaines. Les mères et les pères sont interrogés séparément pour la collecte de données. Les mères consacrent plus de temps que les pères aux soins directs des enfants et au suivi scolaire à domicile, aussi bien dans les familles rurales que les familles urbaines. Les parents en milieu urbain consacrent plus de temps à leurs enfants que les parents en milieu rural. Tandis que les mères en milieu rural consacrent plus de temps aux soins directs et suivi scolaire de leurs fils plutôt que de leurs filles, les pères en milieu urbain consacrent par ailleurs plus de temps que les mères aux soins directs de leurs fils. D'autre part, l'impact négatif de l'âge des pères et du nombre d'enfants ainsi que l'impact positif de la durée du mariage influent sur l'implication des pères dans les soins directs, tandis que l'impact négatif de l'âge des pères et l'impact positif de la durée du mariage et de la prise en charge extra-familiale présagent l'implication des pères dans le suivi scolaire des enfants à domicile chez les familles rurales. Les résultats sont examinés en rapport avec l'évolution du rôle des pères dans les soins et le développement intellectuel des enfants en milieu rural et urbain au Bangladesh. Basado en la teoría de los sistemas bioecológicos, este documento examinó si (i) las madres y los padres se diferenciaron de su participación percibida con el cuidado de rutina de sus hijos de edad escolar, el cuidado por encargo, la interacción académica en el hogar y la interacción académica en la escuela; (ii) la participación de las madres y los padres variaba en función de género de niño y de la residencia rural y urbana; y (iii) las variables socioeconómicas y las de apoyo se asociaron con la participación de los padres con el cuidado de sus hijos y su trabajo académico en las familias rurales y urbanas con dos padres en Bangladesh. Pares de un padre y una madre de 40 familias rurales y 41 urbanas participaron en el estudio. Las madres y los padres fueron entrevistados separadamente para recopilar la información. Las madres pasaban más tiempo con el cuidado de rutina de los niños y la interacción académica en el hogar que los padres en las familias rurales y urbanas. Los padres urbanos pasaban más tiempo con sus hijos que los padres rurales. Mientras que las madres rurales pasaban más tiempo en el cuidado de rutina y la interacción académica de sus hijos en casa que con sus hijas, los padres urbanos pasaban más tiempo con la atención de rutina de sus hijos que con sus hijas. Mientras que la edad del padre y el número de hijos negativamente predijeron la participación en la atención habitual de sus hijos y la duración del matrimonio predijo positivamente la participación del padre en la atención habitual de sus hijos, la edad del padre y la duración del matrimonio y el apoyo extrafamiliar predijeron positivamente la participación de los padres en la interacción académica de los niños de familias rurales. Los hallazgos se discuten en relación con los roles cambiantes de los padres rurales y los padres urbanos con el cuidado de sus hijos y el desarrollo intelectual de sus niños en Bangladesh.
Publisher: Dr. George Kurian KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs.48.4.289 2339240:KBS8X3LS 2405685:V2DDIL9P

The Politics of Learning Reforms in Bangladesh Naomi , Mirza M. Hassan, Muhammad Ashikur Rahman, Khondoker Shakhawat Ali, and Md. Sajidul Islam Introduction - Hossain, N; Hassan, M; Rahman, M; Ali, K; Islam, Md (The politics of education in developing countries: from schooling to learning, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4KSRXN8F 2405685:APF6QN7D
Keywords: Developing countries; Education; Education and state; Political aspects

Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Improve Higher Education Quality in Bangladesh through HEQEP. - Hossain, Md (International Journal of Science and Business, 2017)
To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
KerkoCite.ItemAlsoKnownAs: 2339240:4ZQMXJ4E 2405685:NVSTLUHE
Keywords: ⛔ No DOI found

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

Data Privacy in Bangladesh A Review of Three Key Stakeholders Perspectives - Hossain, Kamal; Alam, Khabirul; Khan, Umme Saara (Seventh International Conference on Advances in Social Science, Economics and Management Study - SEM 2018, 2018)
KerkoCite.ItemAlsoKnownAs: 10.15224/978-1-63248-164-1-32 2339240:KCTEUWP5 2405685:B99HJAAP

Adaptive pedagogical strategies responding to emergency remote teaching – immediate responses of Hungarian primary school teachers - Horváth, László (Research in Learning Technology, 2023)
Digital disruption is not a new phenomenon in education; however, it has become more prominent during the COVID-19 pandemic due to school closures and the related emergency remote teaching (ERT) period. Our study aims to explore the different pedagogical strategies that primary school teachers adopted during this period and determine how successful these strategies were in involving and engaging students. Altogether, 4028 teachers from 343 primary schools answered our online survey from all the regions of Hungary. The sample adequately represents the Hungarian primary school teacher population in terms of gender and age. We used cluster analysis and identified four clusters of pedagogical strategies; then, we used analysis of variance to explore how teachers’ digital competence and their ability to involve students in online learning varied across different clusters. Our analysis grasps the complexity of the issue, as it shows that two rather distinct strategies were both successful in involving students, and thus, there is no single solution best suited to digital learning. Overall, digitally competent teachers loosened the originally strict structure of education and provided more feedback, which proved to be an important element in successfully involving students in digital learning during ERT. The framework validated in our research can be used by policymakers and school administrators in different national and educational contexts, enabling them to understand the complexity of online teaching and learning. Furthermore, our results can offer some practical pointers for school teachers on how to combine different pedagogical strategies.
KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v31.2978 2339240:V9P3ULX9 2405685:BYRGHATH
Keywords: COVID-19; ICT integration in education; cluster analysis; teachers’ digital competence

School factors related to the emotional wellbeing and resettlement outcomes of students from refugee backgrounds: Protocol for a systematic review - Horswood, Deserae; Baker, Jess; Fazel, Mina; Rees, Susan; Heslop, Linda; Silove, Derrick (Systematic Reviews, 2019)
Background: Schools can play a vital role in the resettlement of refugee children and their families. Yet, the body of research examining school environmental factors that support the mental health and acculturation of refugee children is methodologically heterogeneous, investigates numerous and disparate school factors, and is often "hidden" in broader qualitative studies. This limits the capacity to apply the findings in a practical manner. Methods: Based on PRISMA statement principles, we review the relevant literature to investigate the relationship between school climate and the emotional wellbeing and resettlement outcomes of refugee students. Six electronic databases will be systematically searched: MEDLINE, PsycINFO, Embase, CINAL, Web of Science, and ERIC, supplemented by a systematic review of the grey literature, relevant international websites, and sequential, site-specific internet searches. Finally, subject area experts will be consulted and backward and forward citation searches of included articles will be completed. Two independent reviewers will screen identified articles against eligibility criteria and extract data for included studies. Quality of included studies will be assessed using the Mixed Methods Appraisal Tool (MMAT) for mixed studies reviews. Data will be synthesised using a convergent qualitative narrative approach. Discussion: Given the centrality of school in the daily lives of resettled refugee children, it is vital to assess the impact of school climate on the psychosocial wellbeing and resettlement trajectories of this population. This review will identify evidence-based school factors which support good mental health and resettlement outcomes for refugee students and make recommendations for translation of this knowledge into the school environment.
Publisher: Systematic Reviews KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1016-6 2405685:X7EVBRYF
Keywords: Acculturation; Mental health; Refugee; Resettlement; School; Systematic review

Parents’ perceptions of secondary school students’ motivation and well‐being before and during the COVID‐19 lockdown: the moderating role of student characteristics - Hornstra, Lisette; van den Bergh, Linda; Denissen, Jaap J. A.; Diepstraten, Isabelle; Bakx, Anouke (Journal of Research in Special Educational Needs, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12551 2339240:DSJW9SL5 2405685:Y4N6RW4S

Encyclopedia of language and education, volume 8: Research methods in language and education - Hornberger, N.H.; Corson, D. (Kluwer Academic, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:6MV8LRB9 2405685:5H9LYZJN

The Rise of K–12 Blended Learning - Horn, Michael B; Staker, Heather (2011)
EdTechHub.ItemAlsoKnownAs: 2405685:S9RMZFD5

How civil society influences education policy in Bangladesh - Hoque, E (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:VK5AVDHJ 2405685:5RZ7G7TC

Refugee Education Financing: Key Facts and Findings - Hopper, Robert (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:N44UFXHF 2405685:QM9Q9R7U

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

Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania - Hooli, Lauri; Jauhiainen, Jussi S.; Lähde, Kristiina (African Journal of Science, Technology, Innovation and Development, 2016)
Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, but the commitment of their key person(s) is crucial.
Publisher: Routledge _eprint: https://doi.org/10.1080/20421338.2015.1132534 KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2015.1132534 2339240:TE26NA6N 2405685:YLHQ38BJ
Keywords: 030; 031; 035; Living Lab; O00; O55; Tanzania; developing countries; innovation system; knowledge creation

A Study on the Implementation of the Strengthening Innovation and Practice in Secondary Education Initiative for the preparation of Science, Technology, English and Mathematics (STEM) Teachers in Kenya to integrate Information and Communication Technology (ICT) in Teaching and Learning - Hooker, Mary (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HGF73GAE 2405685:2RW7F2AH

Pakistan's Higher Education System—What Went Wrong and How to Fix It - Hoodbhoy, Pervez (The Pakistan Development Review, 2009)
Publisher: Pakistan Institute of Development Economics, Islamabad KerkoCite.ItemAlsoKnownAs: 10.30541/v48i4IIpp.581-594 10.30541/v48i4iipp.581-594 10/ghzt9f 2339240:WS4MICAT 2405685:JS95GND5

Goodhart’s Law and the gaming of UK public spending numbers - Hood, Christopher; Piotrowska, Barbara (Public Performance & Management Review, 2021)
Goodhart’s Law, originally inspired by money-supply indicators, predicts high-consequence administrative numbers tend to be gamed out of meaningfulness. This paper argues that, in addition to the well-documented manipulation of aggregate input numbers at the top-levels of decision making and performance indicators used for output control at the lower level, meso-level gaming happens also on the input side of public expenditure planning and control. A key mechanism through which it operates is creative categorization in the classification of units of spending. Based on a UK study, we explore three questions: can we find evidence for the existence of gaming in public expenditure control, how does the creative categorization work and how material or consequential is it? Using case studies of “protected” spending, public-private partnerships and accounting changes, we show that gaming understood as creative categorization is readily observable in UK public expenditure control and Goodhart’s Law effects can indeed be material or consequential, both in scale and in their implications for government accountability. We conclude that creating new spending categories to control public expenditure and limit gaming is a two-edged sword since it itself creates new opportunities for gaming.
Publisher: Routledge _eprint: https://doi.org/10.1080/15309576.2020.1749092 KerkoCite.ItemAlsoKnownAs: 10.1080/15309576.2020.1749092 2339240:AL7M3EA4 2405685:ZNMNHT5B 4656463:X439Z2RN
Keywords: Goodhart’s Law; creative categorization; fiscal illusions; gaming; public finance management; public spending; rule bending

Mixed methods appraisal tool (MMAT), version 2018 - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VPTYK3KB 2405685:WJWIBS9S VPTYK3KB

Mixed methods appraisal tool (MMAT), version 2018 user guide - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (McGill University Department of Family Medicine, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:U2U6MV3S 2405685:VGEQX2AW 2534378:T56FHVRW VPTYK3KB
Keywords: ___working_potential_duplicate

Realising IT potential, unleashing learning power: A holistic approach - Hong Kong Education Bureau (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:XLDY2W3L 2405685:MF4PVKEJ

EdTech in Timor-Leste: A Rapid Scan - Honda, Delanie; Thinley, Sangay; Thang, Sarah; Flam, Rebekka; Mazari, Haani (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Timor-Leste. This report was originally written in February 2024. It is based primarily on desk research, with quality assurance provided by a country expert at the Australian Council for Educational Research. Keywords: out-of-school children and youth; girls' education; Southeast Asia; learners with special education needs and disabilities; digital education An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 11118401 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1025 ZenodoArchiveConcept: 11118400
Keywords: _r:AddedByMyEducationEvidence

Summary: EdTech in Timor-Leste - A Rapid Scan - Honda, Delanie; Thinley, Sangay; Thang, Sarah; Flam, Rebekka; Mazari, Haani (EdTech Hub, 2024)
This document is a summary of a country scan on XYZ produced by EdTech Hub as part of the ASEAN-UK SAGE programme. EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Timor-Leste. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 12817786 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1040 ZenodoArchiveConcept: 12817785
Keywords: _r:AddedByMyEducationEvidence

EdTech in Vietnam: A Rapid Scan - Honda, Delanie; Halla, Ken; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Vietnam. This report was originally written in March 2024. It is based primarily on desk research, with quality assurance provided by country experts at Southeast Asian Ministers of Education Organization (SEAMEO) centres. Keywords: out-of-school children and youth; digital education; Southeast Asia; girls’ education; secondary education An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 11445854 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1031 ZenodoArchiveConcept: 11445853
Keywords: _r:AddedByMyEducationEvidence

Summary: EdTech in Vietnam - A Rapid Scan - Honda, Delanie; Halla, Ken; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
This document is a summary of a country scan on XYZ produced by EdTech Hub as part of the ASEAN-UK SAGE programme. EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Vietnam. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 12818950 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1041 ZenodoArchiveConcept: 12818949
Keywords: _r:AddedByMyEducationEvidence

1 - Introduction - Holtzblatt, Karen; Beyer, Hugh (Contextual Design (Second Edition), 2017)
User-centered design is a tried and true approach to product design. Start with an understanding of the user gathered via rich field interviews and build that understanding into your new product—then test and iterate the result with the user again. The first edition of this book introduced Contextual Design, a complete method to do just that. But over the last 10years, there's been a revolution in technology with smartphones and tablets providing constant, continuous connection with people, information sources, media, and the support structures of our lives wherever we happen to be. Our inquiry into the impact of these devices led to the development of the Cool Concepts, an articulation of what makes these devices loved. This new integration of technology into life requires new ways to understand and design, and therefore a revision of the Contextual Design method. This chapter motivates that redesign and discusses the principles driving the method: design for life, design in teams, and immersion in the life of the user.
KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-800894-2.00001-6 2405685:5CHLT6ZG
Keywords: Business analysis; Contextual design; Contextual inquiry; Cool concepts; Design; Design for life; Design thinking; HCI; Human-machine interaction; Marketing; Mobile design; Product design; Requirements gathering; System design; UX; Usability; User experience; User research; User-centered design

2022 Global Education Outlook - HolonIQ (2022)
HolonIQ’s annual analysis of the global education market and expectations for 2022 and beyond.
KerkoCite.ItemAlsoKnownAs: 2339240:UKZMADY6 2405685:SSCCLGBV

Global EdTech market to reach $404B by 2025 - 16.3% CAGR. - HolonIQ (HolonIQ, 2020)
Section: K12 KerkoCite.ItemAlsoKnownAs: 2339240:3E7YSFAR 2405685:IQMVRCQ6

HolonIQ LATAM EdTech 100 - HolonIQ (HolonIQ, 2020)
Section: EdTech KerkoCite.ItemAlsoKnownAs: 2339240:XVMFMLEI 2405685:ZBINITFN

Technology-Enhanced Personalised Learning - Holmes, Wayne; Anastopoulou, Stamatina; Schaumburg, Heike; Mavrikis, Manolis (Robert Bosch Stiftung, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:GAIJW668 2405685:Y2MR469A

Coronavirus has highlighted the UK's digital divide - Holmes, H.; Burgess, G. (Cambridge Centre for Housing & Planning Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CTY9BP66 2405685:8X42PQR2

How EdTech Can Be Used to Help Address the Global Learning Crisis: A Challenge to the Sector for an Evidence-Driven Future - Hollow, David; Jefferies, Kate (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0115 2339240:3KZX9ARU 2405685:BBQE9QUM 2405685:UUDK52LQ 2405685:YB52PCMQ
Keywords: ⛔ No INSPIRE recid found

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

EdTech Decision-Making in Higher Education. - Hollands, Fiona M.; Escueta, Maya (Online Submission, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:43R3DKYC 2405685:BVI5B7N9
Keywords: ⛔ No DOI found

How much does your remote learning intervention cost? - Holla, Alaka; Pan, Yilin (2020)
This posts discusses a tool for measuring the costs of remote learning interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:LSVUMJ9E 2405685:RVRHZVVT

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

Sandboxes Explained: How They’re Already Protecting You and How to Sandbox Any Program - Hoffman, Chris (How-To Geek, 2013)
Sandboxing is an important security technique that isolates programs, preventing malicious or malfunctioning programs from damaging or snooping on the rest of your computer. The software you use is already sandboxing much of the code you run every day.
KerkoCite.ItemAlsoKnownAs: 2339240:4BDBQB5P 2405685:NLQHIMXA

The influence of data protection and privacy frameworks on the design of learning analytics systems - Hoel, Tore; Griffiths, Dai; Chen, Weiqin (Proceedings of the seventh international learning analytics & knowledge conference, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027414 2339240:FSZIGLDN 2405685:R4C2Z93R

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5611467 10.53832/edtechhub.0064 2339240:E542Q29N 2405685:2A5NQEV8 2405685:6JC7RU69 2405685:T3ZQ74QF
Keywords: _r:AddedByZotZen

The Difference Between Emergency Remote Teaching and Online Learning - Hodges, Charles; Moore, Stephanie; Lockee, Barb; Trust, Torrey; Bond, Aaron (2020)
Publication Title: EDUCAUSE Review KerkoCite.ItemAlsoKnownAs: 2339240:7GZLYX3A 2405685:7FE2C6Q7 2405685:HS6NBI73 2405685:VD6ZSLC9
Keywords: ___working_potential_duplicate

Teacher learning for educational change: A systems thinking approach - Hoban, Garry Francis; Hoban, Garry F. (Open University Press Buckingham, 2002)
KerkoCite.ItemAlsoKnownAs: 2339240:9BA5PLTJ 2405685:AT3UQE4V

Beyond an Uncertain Future: Vietnamese Parents of Children with Autism Spectrum Disorders and Their Needs for Social Support - Hoang, Khue M. (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9QRCFRWJ 2405685:EMSQHP6C
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Tuned in to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-To-Reach - Ho, Jennifer; Thukral, Hetal (Education Development Center, 2009)
This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.
KerkoCite.ItemAlsoKnownAs: 2339240:4A5246Z6 2339240:62K8ZTKG 2339240:J5GYXMFY 2405685:V73WF7EZ 2405685:VF7IM4CW 2405685:WH7JDBUP
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Tuned in to Student Success, Assessing the impact of Interactive Radio Instruction for the hardest-to-reach - Ho, Jennifer; Thukral, Hetal (Journal of Education for International Development, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:C9UYYZTE 2339240:SX76SLEZ 2405685:5TDGEFV4 2405685:6LNNLS62 2405685:LQEM4ZCI 2534379:58BVKHVC
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Tuned In To Student Success Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach - Ho, J.; Thukral, H.; Laflin, M. (2009)
A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC’s IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for English, Mathematics, Science, Social Studies, and Local Language. In all, student test results from 13 projects, ranging from Nicaragua in 1977 through Indonesia in 2008, are reviewed, as are teacher observation outcomes from Mali and Madagascar.
KerkoCite.ItemAlsoKnownAs: 2339240:QXWFNRPL 2405685:X87WD2EZ
Keywords: ⛔ No DOI found

HITCH - HITCH (2024)
Learn easily with our curated library of educational videos. Access for free from almost any device. Browse topics of interest or follow a curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:QVAMPDSY 2405685:J4B299IM

Incentives for effort or outputs? A field experiment to improve student performance - Hirshleifer, Sarojini (Unpublished manuscript. Cambridge, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL), 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:E8S99ZXJ 2405685:FB2HA35I
Keywords: ⛔ No DOI found

Putting Education in “Educational” Apps: Lessons From the Science of Learning - Hirsh-Pasek, Kathy; Zosh, Jennifer M.; Golinkoff, Roberta Michnick; Gray, James H.; Robb, Michael B.; Kaufman, Jordy (Psychological Science in the Public Interest, 2015)
Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/1529100615569721 2339240:K25MMW72 2405685:I73DRP3M

UNESCO Institute for Statistics - Hiraga, Sulekha Patel Masako; Wang, Lianqin; Drew, Doug; Lynd, Doug
KerkoCite.ItemAlsoKnownAs: 2339240:9BIYRZIJ 2405685:IZCIALRW
Keywords: ⛔ No DOI found

Motivating online learning through project-based learning during the 2020 COVID-19 pandemic - Hira, Avneet; Anderson, Emma (IAFOR Journal of Education, 2021)
The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.
KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.06 2339240:KMIB34A6 2405685:BTUKQQCY

Pathways to Impact: Insights from Research Partnerships in Uganda and India - Hinton, Rachel; Bronwin, Rona; Savage, Laura (IDS Bulletin, 2019)
This article sets out a perspective from the United Kingdom’s Department for International Development (DFID) on the challenges of achieving research uptake. Two country case studies are presented from India and Uganda, which explore research projects under the Economic and Social Research Council ESRC-DFID-funded Raising Learning Outcomes programme. These case studies focus on relationships between the key stakeholders that enable policy debate relevant to the funded research. They are not a direct assessment of the impact that this research has had. Rather, this article explores the messy and iterative processes that DFID advisers are engaged in within the networks that they are embedded (and those that they are not), the way that they use partnerships to access evidence and promote it into policy debate, and the other drivers that matter. This article is important as a contribution to ongoing efforts to improve the quality and usage of education evidence in low-income contexts.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19088/1968-2019.105 2339240:JWHLVPZ9 2405685:U3THZZ5F
Keywords: Impact; Policy Engagement; Research Partnership; Research Uptake

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

ICT, education and social development in Latin America and the Caribbean – UNESCO Digital Library - Hinostroza, J. Enrique (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:DKL4STWM 2405685:75KUTCQH

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

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 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 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

The USAID Pre-Service Teacher Education Program and Teacher Professionalization in Pakistan - Hina, Khushbakht (Cambridge Scholars Publishing, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:MQDPKZFT

A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating - Himelfarb, Igor (Journal of Chiropractic Education, 2019)
This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response theory (IRT), and the most common IRT models used in modern testing are presented.A narrative overview of the history, theoretical concepts, test theory, and IRT is provided to familiarize the reader with these concepts of modern testing. Examples of data analyses using different models are shown using 2 simulated data sets. One set consisted of a sample of 2000 item responses to 40 multiple-choice, dichotomously scored items. This set was used to fit 1-parameter logistic (PL) model, 2PL, and 3PL IRT models. Another data set was a sample of 1500 item responses to 10 polytomously scored items. The second data set was used to fit a graded response model.Model-based item parameter estimates for 1PL, 2PL, 3PL, and graded response are presented, evaluated, and explained.This study provides health science educators and education researchers with an introduction to educational measurement. The history of standardized testing, the frameworks of classical test theory and IRT, and the logic of scaling and equating are presented. This introductory article will aid readers in understanding these concepts.
KerkoCite.ItemAlsoKnownAs: 10.7899/JCE-18-22 2339240:6S5MIL7N 2405685:ZB8LXLCI

Dispelling the Myths: What the Research Says about Teacher Professional Learning - Hill, Heather C.; Papay, John P.; Schwartz, Nathaniel (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UVV7YSWG 2405685:Q6A49ZX8

Professional Development Research: Consensus, Crossroads, and Challenges - Hill, Heather C.; Beisiegel, Mary; Jacob, Robin (Educational Researcher, 2013)
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
Publisher: American Educational Research Association shortDOI: 10/gdqbjb KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X13512674 10/gdqbjb 2405685:638YT9CJ 2405685:X5HM4IVD 2534378:YPGSUAT2
Keywords: C:International

What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada - Hill, Cher; Rosehart, Paula; St. Helene, Janice; Sadhra, Sarine (Journal of Education for Teaching, 2020)
Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, ‘being apart together,’ engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children?.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1797439 2405685:XBARI5ZY
Keywords: Pandemic pedagogies; anti-racism and equity; decolonising education; trauma-sensitive teaching; wholistic teaching and learning

Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies, Damned Lies, and Statistics - Hilbert, Martin (Social Science Research Network, 2011)
The discussion about women’s access to and use of digital Information and Communication Technologies (ICT) in developing countries has been inconclusive so far. Some claim that women are rather technophobic and that men are much better users of digital tools, while others argue that women enthusiastically embrace digital communication. This article puts this question to an empirical test. We analyze data sets from 12 Latin American and 13 African countries from 2005-08. This is believed to be the most extensive empirical study in this field so far. The results are surprisingly consistent and revealing: the reason why fewer women access and use ICT is a direct result of their unfavorable conditions with respect to employment, education and income. When controlling for these variables, women turn out to be more active users of digital tools than men. This turns the alleged digital gender divide into an opportunity: given women’s affinity for ICT, and given that digital technologies are tools that can improve living conditions, ICT represent a concrete and tangible opportunity to tackle longstanding challenges of gender inequalities in developing countries, including access to employment, income, education and health services.
KerkoCite.ItemAlsoKnownAs: 2405685:UBBG896Q
Keywords: Damned Lies; Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies; Martin Hilbert; SSRN; and Statistics

Gender differences in mobile phone usage for language learning, attitude and performance - Hilao, Marites Piguing; Wichadee, Saovapa (Turkish Online Journal of Distance Education, 2017)
14 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.306558 2339240:J5W3FMQ6 2405685:IMRF7YEZ
Keywords: ⛔ No INSPIRE recid found

HEC Recognised National Research Journals of Social Sciences - Higher Education Council (Higher Education Council, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HTZGFVYA 2405685:6S5P68YW

HJRS | HEC Journal Recognition System - Higher Education Council
HEC Journal Recognition System is the collection of authentic research journals ranked in scheduled categories on the bases of different ranking parameters. It is based on a propriety algorithm designed with the objective of promoting quality in research across various disciplines. HJRS allows the view of a ranked position in a journal as global, in subject area and subcategories.
KerkoCite.ItemAlsoKnownAs: 2339240:EAKVPTPC 2405685:9LC2ASND

NRPU Approved Projects 2017-18 - Higher Education Council (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NDH6S4XZ 2405685:XZQHTNWR

A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development - High-Level Panel of Eminent Persons on; the Post-2015 Development Agenda (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:EA8HH9KE 2405685:RY88YPDL

The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. - Higgins, S; Katsipataki, M; Kokotsaki, D; Coleman, R; Major, LE; Coe, R (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 2405685:94YTCPST
Keywords: ⛔ No DOI found

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian P. T.; Green, Sally (John Wiley & Sons, 2011)
Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.
Google-Books-ID: NKMg9sMM6GUC KerkoCite.ItemAlsoKnownAs: 2129771:AQG5FQL5 2317526:LYDVD3NA 2405685:W4SFJU7Y 261495:9MDYPILH
Keywords: Medical / General

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Thomas, J; Chandler, J; Cumpston, M; Li, T; Paige, M. J; Welch, V. A (Cochrane, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZJMLSGD 2405685:H9AFXBCY

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Green, S (John Wiley & Sons, Ltd, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:Q8VEVR5Y 2486141:2G6J9ZEA

Cochrane Handbook for Systematic Reviews of Interventions Version 6.4 - Higgins, J.P.T; Chandler, J; Cumpston, M; Li, T; Page, M.J; Welch, V. A (Cochrane, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:2F9DRA2K

Figures on Ethnic Minority Women and Men in Viet Nam 2015-2019 from the Findings of Surveys on the Socio-Economic Situation Amongst 53 Ethnic Minority Groups 2015-2019 - Hien, Bui Ton; Nguyen, Thi Bich Thuy; Nguyen, Bao Cuong; Hoang, Thu Hang; Ly, Vu Phuong (2021)
From the findings of Surveys on the socioeconomic situation amongst 53 Ethnic Minority Groups 2015-2019
KerkoCite.ItemAlsoKnownAs: 2339240:4ZSS7VWA 2339240:S9H2X6LQ 2405685:APEL4CI8 2405685:TAPAQG6H

Responsible Use Policy: A Guide for Schools - HiddenApp
KerkoCite.ItemAlsoKnownAs: 2339240:N86VK8N9 2405685:6IUSQBJI

Top 10 Facts About Life Expectancy in Vietnam - Hiday, Haley (The Borgen Project, 2019)
Although it is true that the life expectancy rates tend to be relatively high in Vietnam, the most common causes of death, although preventable or treatable, have often been somewhat ignored by the country’s health officials and the general public. To get a better understanding of how these health oversights can and are being corrected, the list below states the top 10 facts about life expectancy in Vietnam as well as the efforts being made to enhance rates.
KerkoCite.ItemAlsoKnownAs: 2339240:SXP9VDNE 2405685:WZV8MQ2R

The Politics of Education in Developing Countries: From Schooling to Learning - Hickey, Sam; Hossain, Naomi (Oxford University Press, 2019)
Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.
KerkoCite.ItemAlsoKnownAs: 2339240:ZZAYYIKN 2405685:QACRC4YY 4656463:KABW2JXP

Electrification in post-conflict Timor-Leste: Opportunities for energy services to enhance rural agricultural development - Heynen, Anthony P.; MacGinley, Tamara J.; Aguilar, Luis E. (Energy Research & Social Science, 2024)
Timor-Leste, in Southeast Asia, emerged from decades of conflict in the late 20th century to become an independent nation in 2002. A key focus for the new nation has been to improve energy access via the rapid roll-out of an electricity network. However, Timor-Leste has seen little improvement in its (predominantly subsistence) agricultural sector, and its food security situation remains precarious. This Perspective paper aims to elucidate the influence of Timor-Leste's improvements in electricity access on its national development outcomes and how these may be enhanced, with a particular focus on rural agricultural development. Semi-structured interviews with key institutional stakeholders revealed that the electrification program was implemented through a ‘top-down’ approach, focussed on improving social cohesion rather than engaging rural landholders to modernise agricultural practices. Using the Energy Services Cascade framework, several mechanisms have been recommended to enhance energy services used in irrigation, agricultural mechanisation and post-harvest processing. These include the establishment of village energy committees; providing lending and subsidies for agricultural equipment; and supporting women's involvement in agriculture and energy services. In addition, the wider use of the Multi-Tier Framework should be considered to better understand the community-level energy access situation. More broadly, the findings emphasise that electrification programs in post-conflict reconstruction should have strong community engagement to fulfil the potential of electrification to enhance development outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.erss.2024.103433 2405685:ZH8YYR84
Keywords: Agriculture; Development; Electrification; Energy services; Post-conflict; SDG 7; Timor-Leste

Disability and caregiver burden: Unique challenges in a developing country - Hewawitharana, Bimba D.R.; Wijesinghe, Champa J.; De Silva, Aruna; Phillips, John P.; Hewawitharana, Gemunu P. (Journal of Pediatric Rehabilitation Medicine, 2023)
PURPOSE:This study aimed to identify factors, including degree of disability, that contribute to the caregiver burden of raising children with cerebral palsy in Sri Lanka.METHODS:Participants were caregivers of children with cerebral palsy attending the pediatric neurology clinic of the only tertiary care center in southern Sri Lanka. The locally validated Caregiver Difficulties Scale (CDS) was administered, and demographic information was obtained in a structured interview. Disability data was accessed through the medical record.RESULTS:Of 163 caregivers who participated in this study, 133 (81.2%) demonstrated a moderate to high level of burden, and 91 (55.8%) were at high risk for psychological burden. In the bivariate analysis, caregiver burden significantly correlated with degree of physical disability based on the Gross Motor Function Classification System (GMFCS) and the Manual Ability Classification System (MACS), the presence of medical co-morbidities, and having two or more children. However, only the GMFCS level and number of children remained significant predictors of caregiver burden after controlling for confounding effects.CONCLUSION:Raising a child with cerebral palsy in Sri Lanka is likely to cause caregiver burden, particularly if they have a high level of disability or one or more siblings. Monitoring caregiver burden as part of routine cerebral palsy management is important, which allows targeting psychosocial support to families most in need.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.3233/PRM-220070 2339240:35UXTUTF 2405685:Y8DJITB4

Where is the “theory” within the field of educational technology research? - Hew, Khe Foon; Lan, Min; Tang, Ying; Jia, Chengyuan; Lo, Chung Kwan (British Journal of Educational Technology, 2019)
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).
shortDOI: 10/ggfwht KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12770 10/ggfwht 2339240:CK56VJL5 2339240:UB5ENBCI 2405685:WFXYS36Q 2405685:Z25HD3K7

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research - Hew, Khe Foon; Brush, Thomas (Educational Technology Research and Development, 2007)
Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.
zotzenLib.CopiedFrom: 2339240:742UC4RT KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-006-9022-5 2339240:742UC4RT 2405685:FCFEJK4Z

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:6FDL5LIM 2405685:H5PA97KE
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:TFH44SSR 2405685:XZ3JSKF9
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty