Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Government of Sindh. Information Technology Department Government of Sindh
KerkoCite.ItemAlsoKnownAs: 2405685:HQU5JXI6

Government of Sindh. Information Technology Department Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6

Government of the Punjab. Punjab Information Technology Board
KerkoCite.ItemAlsoKnownAs: 2405685:MCKAA3KB

Government of the Punjab. Punjab Information Technology Board (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB

Government of the Punjab. School Education Department
KerkoCite.ItemAlsoKnownAs: 2405685:3NFDHY6C

Government of the Punjab. School Education Department (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6

Government Policy for the Internet Must Be Rights-Based and User-Centred | United Nations - Ben-Hassine, Wafa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RGPAFMXP 2405685:KE3RRNLQ

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

GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya - Rawal, Prepared Shenila; Aslam, Monazza; Outhred, Rachel (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:XN28CFK6
Keywords: ⛔ No DOI found

GPE 2020 Country-level Prospective Evaluations. Malawi - Smith, Prepared Matthew; Fenning, Christine (Global Partnership for Education (GPE), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9ABNU7B8 2405685:DQGKVE9A
Keywords: ⛔ No DOI found

GPE Covid-19 Education Response Support Programme (CESP) - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BPCM4852 2405685:WJ86MK5X

Grade 4 Mathematics 2011 Assessment Items - TIMSS (TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA), 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X

Grant Funding Proposal (FY11- Round 33) - World Bank (World Bank, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4L2Q94DC 2405685:ZS2P84JH

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X

Grantable
KerkoCite.ItemAlsoKnownAs: 2405685:QHPKVTFU 2486141:DLTC8IFH
Keywords: _Added-ailr-2024

Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children - Muñoz, Leidi J. Enriquez; Noguera Zúñiga, Edilson Y.; Flórez Aristizábal, Leandro; Collazos, Cesar A.; Daza, Gloria; Cano, Sandra; Alghazzawi, Daniyal M.; Fardoun, Habib M. (Learning and Collaboration Technologies. Design, Development and Technological Innovation, 2018)
The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-91743-6_4 2339240:R5HBFJT4 2405685:4AAAGFKW
Keywords: Deaf children; Design guide; Interface design; Mobile applications

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts - Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; et al. (Frontiers in Psychology, 2015)
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00671 2339240:Q4965Q6E 2405685:FW2VAUDE

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb; auto_merged

Great buy or just low cost? Lessons on cost-effectiveness from messaging interventions in West Africa - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10829932 ZenodoArchiveConcept: 10829931 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1017 2405685:K2VUJ9EQ
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Great expectations: aspiration, uncertainty and schooling in Rwanda - Williams, Timothy P. (Education Development Trust, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:LHE52G2C

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:4IL87MTM
Keywords: C:England/International

Groping in the dark: the first decade of global modelling - Meadows, Donella; Richardson, John; Bruckmann, Gerhart (John Wiley & Sons, 1982)
KerkoCite.ItemAlsoKnownAs: 2339240:7F6MXNKN 2405685:GHJES5DR

Grounded theory methodology: An overview - Strauss, A.; Corbin, J. (Handbook of qualitative research, 1995)
KerkoCite.ItemAlsoKnownAs: 2405685:S43TR2M6
Keywords: ___working_potential_duplicate; auto_merged

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:FGMD32KH
Keywords: ___working_potential_duplicate

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz A. (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M3EJG7NR 2405685:KY6UZSNI
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Growth and Inequality in Pakistan Volume 1 - Pasha, Hafiz A. (Friedrich-Ebert-Stiftung (FES), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:79JJREYZ 2405685:T46URBJB

Growth and structural change in Africa: development strategies for the learning economy - Lundvall, Bengt-Åke; Lema, Rasmus (African Journal of Science, Technology, Innovation and Development, 2014)
shortDOI: 10/gf5knj KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979660 10/gf5knj 2405685:P6JSYUS9 261495:ZII5UIMH
Keywords: DIAL-RDO

Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning - Kizilcec, René F.; Goldfarb, Daniel (Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale, 2019)
Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment.
KerkoCite.ItemAlsoKnownAs: 10.1145/3330430.3333632 2339240:L3XGQDF9 2405685:WYTNLMM6

GSMA Connected Women: the mobile gender gap report 2020 - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96

GSMA Intelligence - GSMA
KerkoCite.ItemAlsoKnownAs: 2339240:7EH8UGCQ 2405685:H86M7VQY

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
EdTechHub.ItemAlsoKnownAs: 2405685:5WXLVYAH

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2020)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com EdTechHub.ItemAlsoKnownAs: 2405685:AGNKXIPC

GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:X4CL6VEM

Guessing or solving? Exploring the use of motion features from educational game logs - Shin, Hyunjin; Kim, Bugeun; Gweon, Gahgene (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.
KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU
Keywords: educational game; guessing behavior; learning analytics; motion features; touch log

Guidance: assessing and monitoring learning during the COVID-19 crisis - UNICEF (Humanitarian Response)
This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:LL3AAY4C 2405685:ZK8JT537

Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education - UNGEI; GPE; UNICEF (2018)
The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.
KerkoCite.ItemAlsoKnownAs: 2339240:3944PGWD 2405685:Y8VSWY9V

Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021
KerkoCite.ItemAlsoKnownAs: 2339240:GJ5DM3MP 2405685:VSL5E24J

Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

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

Guidance note 1: Inclusive Digital Learning (Humanity and Inclusion, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:I44RINL4

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:UW2H22R7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 2: Teacher Resources - McGeown, Julia; Boisseau, Sandra; Bohan-Jacquot, Sandrine (Humanity and Inclusion, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LEYPBIJF

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC
Keywords: _r:AddedByZotZen

Guidance Note on Qualitative Research final2020.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:IYB5V9Q7

Guidance note on using implementation research in education - Allison, C (Building Evidence in Education (BE2 ), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:LNYGTD8Y 2405685:MPR522L4

Guidance note on using learning assessment in the process of school reopening - Bazaldua, Diego Luna; Levin, Victoria; Liberman, Julia (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW

Guidance Note: Remote Learning and CVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2405685:CVS2WZC3 2405685:FVSQD8MB
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
shortDOI: 10/gcskzk KerkoCite.ItemAlsoKnownAs: 10.1177/0739456x17723971 10/gcskzk 2317526:3SKJWG4Q 2339240:RBCSSTU8 2405685:DHDE9YQJ 2405685:JIQYISQ3 UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2405685:ES9TENWY 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF (UNICEF Regional Office for South Asia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB

Guidance on Facilitation of E-Learning - Dzinotyiweyi, Monica; Chuang, Rachel; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396251 10.53832/edtechhub.0087 2405685:CMEQA5F7
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2405685:DPWSAA9Z
Keywords: _r:AddedByZotZen

Guide for Handling Potential Reputational Risks to UNICEF From Teaching and Learning Materials: Protocol for reviewers - Belot, Marie Noelle
KerkoCite.ItemAlsoKnownAs: 2339240:A7PYR3WH 2405685:SYQLQ6PK

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank (The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EK2M4RJK 2405685:GMD8AGQH

Guide to measuring information and communication technologies (ICT) in education. - Institut de statistique de l'Unesco (UNESCO Institute for Statistics, 2009)
OCLC: 757431595 KerkoCite.ItemAlsoKnownAs: 2339240:VDRFQ2BH 2405685:H7DDQDWI

Guide to Policy Development - Ministry of Basic and Senior Secondary Education’s Emergency Education; Education Partnership Group (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ENBY4G4D 2405685:5C4E4MUA

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (Accelerated Education Working Group (AEWG), 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEPTLN9S 2405685:USP8QCWQ

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:SB4MHKTG

Guidebook to Successful Implementation of Digital Education - Traore, Moussa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX
Keywords: _r:AddedByZotZen

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR
Keywords: Asia; ERIC; Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.
Publisher: Routledge _eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP
Keywords: home student experience; intercultural competences; international competences; savoir être; task design for internationalization; teacher development; teacher reflection

Guidelines and good practices for evidence-informed policy-making in a government department - Wills, Alf; Tshangela, Mapula; Shaxson, Louise; Datta, Ajoy; Matomela, Bongani (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IMAHKPPV 2405685:KINXGVFY
Keywords: ⛔ No DOI found

Guidelines for Education Sector Plan Preparation - GPE; IIEP-UNESCO (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:CWTV3PW6 2339240:NAIGI842 2405685:LPT3UV3S 2405685:RV7S3GC7

Guidelines for extracting data and quality assessing primary studies in educational research Version 0.9.7 - EPPI-Centre (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:2W4IWEUN 2405685:7LQNB2IZ

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX

Guidelines for ICT in education policies and masterplans - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WLPJRG4H 2405685:AP6PSV9Q

Guidelines for industry on Child Online Protection - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AAZGWDQM 2405685:XMM48N2Q

Guidelines for parents and educators on Child Online Protection - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJFAUIPT 2405685:TMFNVJVN

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, B; Charters, S (Technical report, EBSE Technical Report EBSE-2007-01, 2007)
KerkoCite.ItemAlsoKnownAs: 2317526:HSIWMWZ4 2339240:N8YQHF8P 2405685:EDAG684W UA-06ccd9ca-95f9-4791-8ece-974e855c5c3e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; P:Methods; Reviewed; publicImportV1

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, BA; Charters, S (EBSE Technical Report, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:ETPE564Y 2486141:KVCIQUQU

Guidelines for reporting trial protocols and completed trials modified due to the COVID-19 pandemic and other extenuating circumstances: The CONSERVE 2021 Statement - Orkin, Aaron M.; Gill, Peter J.; Ghersi, Davina; Campbell, Lisa; Sugarman, Jeremy; Emsley, Richard; Steg, Philippe Gabriel; Weijer, Charles; Simes, John; Rombey, Tanja; Williams, Hywel C.; Wittes, Janet; et al. (JAMA, 2021)
Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90% (n = 178) indicated that they understood the concept definitions and 85.4% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19.
KerkoCite.ItemAlsoKnownAs: 10.1001/jama.2021.9941 2339240:5SVZDPZV 2405685:A55Z4Y79

Hacking Tangerine for Covid-19: more than just data collection - Slade, Timothy (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JBKIQHF5 2486141:5DNFKXTP

Hamara Internet - Internet Society (Internet Society, 2015)
Project Organizer: Nighat Dad, Pakistan Islamabad Chapter
KerkoCite.ItemAlsoKnownAs: 2339240:4HPVKUL8 2405685:D3SVLKBQ

Handbook of innovation systems and developing countries: building domestic capabilities in a global setting - Lundvall, Bengt-\AAke; Joseph, K. J.; Chaminade, Cristina; Vang, Jan (Edward Elgar Publishing, 2011)
EdTechHub.ItemAlsoKnownAs:2405685:7T39BA9P
Keywords: DIAL-RDO

Handbook of Regression Modeling in People Analytics: With Examples in R and Python - McNulty, Keith (CRC Press, 2021)
Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work.
Google-Books-ID: Nt4zEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:73W8T3RZ 2405685:5DS6D5VM
Keywords: Business & Economics / Statistics; Mathematics / Probability & Statistics / General

Handbook of the Psychology of Aging (Eighth Edition) - Charness, Neil; Boot, Walter R (Elsevier, 2016)
We review recent data and theory about technology adoption and acceptance by older adults, focusing on information and communications technology (ICT), digital gaming, and social networking sites. Representative data in developed countries indicate that older adult cohorts lag in ICT use, including Internet use, despite apparent benefits that some products may provide. The lag is particularly noticeable in digital gaming and social networking. Theories of technology acceptance and adoption suggest that this lag may be attributable to cost–benefit factors such as perceived usefulness and perceived ease of use. Other factors that may differentially affect older cohorts are concerns about privacy loss as well as cognitive, perceptual and psychomotor costs. The accelerating digital provision of services may disadvantage non-participating seniors. Those who design ICT products and their training and support packages could benefit from improved theories of ICT adoption and supporting tools to produce usable and useful products for seniors.
KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-411469-2.00020-0 2339240:EPRTMQ5X 2405685:TH9XGK3F

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

Handbook on Facilitating Flexible Learning During Educational Disruption - UNESCO IITE (UNESCO IITE, 2020)
As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption
KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR

Handbook on impact evaluation: quantitative methods and practices - Khandker, Shahidur R.; Koolwal, Gayatri B.; Samad, Hussain A. (World Bank, 2010)
This book reviews quantitative methods and models of impact evaluation. The formal literature on impact evaluation methods and practices is large, with a few useful overviews. Yet there is a need to put the theory into practice in a hands-on fashion for practitioners. This book also details challenges and goals in other realms of evaluation, including monitoring and evaluation (M&E), operational evaluation, and mixed-methods approaches combining quantitative and qualitative analyses. This book is organized as follows. Chapter two reviews the basic issues pertaining to an evaluation of an intervention to reach certain targets and goals. It distinguishes impact evaluation from related concepts such as M&E, operational evaluation, qualitative versus quantitative evaluation, and ex-ante versus ex post impact evaluation. Chapter three focuses on the experimental design of an impact evaluation, discussing its strengths and shortcomings. Various non-experimental methods exist as well, each of which are discussed in turn through chapters four to seven. Chapter four examines matching methods, including the propensity score matching technique. Chapter five deal with double-difference methods in the context of panel data, which relax some of the assumptions on the potential sources of selection bias. Chapter six reviews the instrumental variable method, which further relaxes assumptions on self-selection. Chapter seven examines regression discontinuity and pipeline methods, which exploit the design of the program itself as potential sources of identification of program impacts. Specifically, chapter eight presents a discussion of how distributional impacts of programs can be measured, including new techniques related to quantile regression. Chapter nine discusses structural approaches to program evaluation, including economic models that can lay the groundwork for estimating direct and indirect effects of a program. Finally, chapter ten discusses the strengths and weaknesses of experimental and non-experimental methods and also highlights the usefulness of impact evaluation tools in policy making.
Accepted: 2012-03-19T10:04:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-8028-4 2339240:4WDB6M8F 2405685:WLXHGRA7
Keywords: Accountability; Audits; Beneficiaries; Capacity Building; Clinics; Community Development; Community Participation; Comparison Groups; Control Groups; Counterfactual; Counterfactuals; Data Analysis; Data Collection; Decision Making; Development Research; Economic Factors; Evaluation Design; Evaluation Methods; Evaluation Studies; Evaluators; Ex Ante Analysis; Ex Post Evaluation; Ex Post Impact Evaluation; Exercises; Experimental Data; Experimental Design; Families; Final Indicators; Financial Support; Flexibility; General Practice; Gross Domestic Product; Household Income; Hygiene; Impact Assessment; Impact Evaluation; Impact Evaluation Tools; Impact Indicators; Income; Inequality; Instrumental Variables; Intermediate Indicators; Intermediate Outcomes; Intervention; Interviews; Labor Markets; Learning; M&e Systems; Matching Methods; Methodologies; Microdata Set; Modeling; Mortality; Nonexperimental Methods; Nongovernmental Organizations; Nonparticipant Groups; Nutrition; Performance Indicators; Policy Changes; Pollution; Poverty Alleviation; Poverty Impacts; Poverty Reduction; Poverty Reduction Programs; Program Beneficiaries; Program Effectiveness; Program Effects; Program Evaluation; Program Impacts; Program Implementation; Program Interventions; Program Outcomes; Programs; Project Management; Project Monitoring; Project Objectives; Propensity Score Matching; Qualitative Analysis; Qualitative Data; Qualitative Methods; Quantitative Data; Quantitative Evaluation; Quantitative Methods; Quantitative Research; Questionnaires; Reducing Poverty; Reflexive Comparisons; Reliability; Research Projects; Researchers; Secondary Schools; Selection Bias; Service Delivery; Simulation; Simulations; Social Networks; Survey Data; Survey Instruments; Targeting; Techniques

Hanga Ahazaza 'Create the Future' in Rwanda - Mastercard Foundation (Mastercard Foundation)
Hanga Ahazaza is a five-year Mastercard Foundation initiative focused on increasing employment opportunities for young people in the tourism and hospitality sector in Rwanda.
KerkoCite.ItemAlsoKnownAs: 2339240:5SPMDT6N 2405685:MKQWLTD9

Hardware, software and connectivity tools to enable learning - BRCK (BRCK)
Hardware, software and connectivity tools to enable learning BRCK Education turn any classroom into a digital classroom. Reaching thousands of children in over 100 locations across 17 countries, our world-class education technology solutions give access to digital educational tools for better learning. INTERNET OF THINGS (IOT) CONNECTIVITY EDUCATION Kio Kit THE DIGITAL CLASSROOM IN A ... read more
EdTechHub.ItemAlsoKnownAs: 2405685:YV54EWH8

Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers - Hanemann, Ulrike; Scarpino, Cassandra (UNESCO Institute for Lifelong Learning, 2016)
The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [For the 1st Edition: "Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers," see ED560504.]
KerkoCite.ItemAlsoKnownAs: 2339240:EHGHB4P6 2339240:JK88DX53 2405685:24SDVCB2 2405685:WAVX3A5A
Keywords: Adult Literacy; Case Studies; Distance Education; Educational Technology; Foreign Countries; Handheld Devices; Instructional Materials; Literacy Education; Mathematics Education; Numeracy; Program Content; Program Effectiveness; Radio; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications; Television; Videoconferencing

Harnessing the power of a mobile phone in the promotion of teacher ethics in Tanzania - Mfaume, Hamisi; Mgaya, Rose; Bilinga, Margareth (International Journal of Education and Development using ICT, 2019)
This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:3XUZLE5P 2405685:ABAEIQD7
Keywords: ⛔ No DOI found

Harnessing the power of data to improve education systems - Lynch, Kelley (Global Partnership for Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RHIT7WRY 2405685:VAZ84RH2
Keywords: ⛔ No DOI found

Haßler et al_2014_School-based professional development in a developing context.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:I7E37HT4

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

HDR19 Curated list: French resources on introducing technology in the classroom
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884982 2405685:78A594Z4

“He is suitable for her, of course he is our relative”: a qualitative exploration of the drivers and implications of child marriage in Gezira State, Sudan - Dean, Laura; Obasi, Angela; Sony, Asma El; Fadul, Selma; Hassan, Hanaa El; Thomson, Rachael; Tolhurst, Rachel (BMJ Global Health, 2019)
Introduction Child marriage is a fundamental development challenge for women and girls, with significant negative health and social outcomes. Sudan has a high rate of child marriage, with 34% of women aged 20–24 married before their 18th birthday. Since limited preventive interventions exist, we aimed to inform the evidence base to strengthen strategic action, using mixed qualitative methods to enhance study credibility. This study is the first to conduct a rigorous qualitative examination of the drivers of child marriage from the perspective of key stakeholders involved in marriage decision making within Sudan, and makes a significant contribution towards global knowledge by developing an evidence-based conceptual framework. Methods Initially, we completed 14 focus group discussions separated by gender with mothers, fathers, and girls married as adolescents, and 23 key informant interviews. We then used a critical incident case study approach to explore 11 ‘cases’ of child marriage (46 interviews). Results Findings indicate that gendered social norms and values, underpinned by religious beliefs and educational accessibility, interconnect to shape marriage decisions. In this context, many child marriages are triggered by an intrakinship proposal and further enabled by the relative lack of autonomy and influence of girls and women in marriage decision-making processes. Discussion Interconnected drivers demand context-specific holistic and multisectoral approaches, which should include simultaneous strategies to expand access to education, health services and livelihood opportunities, and evoke legal change, and participatory social and attitudinal processes that include the engagement of religious leaders and men.
Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-001264 2339240:CZMCDL8D 2405685:YWXI8CIJ
Keywords: child health; qualitative study

Head Teachers' Professional Management Needs and Concerns: Evidence from an Educational District in Ghana. - Suaka, Peter Lonyian; Kuranchie, Alfred (African Educational Research Journal, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.30918/aerj.61.18.002 2339240:IGTX2QT7 2405685:WGSSFT34

Health and health-related indicators in slum, rural, and urban communities: a comparative analysis - Mberu, Blessing U.; Haregu, Tilahun Nigatu; Kyobutungi, Catherine; Ezeh, Alex C. (Global Health Action, 2016)
KerkoCite.ItemAlsoKnownAs: 10.3402/gha.v9.33163 2339240:ZK5TDQ53 2405685:TP87ZMPU

Health outcomes in economic evaluation: the QALY and utilities - Whitehead, S. J.; Ali, S. (British Medical Bulletin, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1093/bmb/ldq033 2339240:XNE7TX99 2405685:KM4Q83A4

Health-related rehabilitation services: assessing the global supply of and need for human resources - Gupta, Neeru; Castillo-Laborde, Carla; Landry, Michel D. (BMC Health Services Research, 2011)
Human resources for rehabilitation are often a neglected component of health services strengthening and health workforce development. This may be partly related to weaknesses in the available research and evidence to inform advocacy and programmatic strategies. The objective of this study was to quantitatively describe the global situation in terms of supply of and need for human resources for health-related rehabilitation services, as a basis for strategy development of the workforce in physical and rehabilitation medicine.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6963-11-276 2339240:ZMDVUMKV 2405685:B5VIRCLF
Keywords: Health Workforce; Medical Workforce; Rehabilitation Health; Rehabilitation Personnel; Rehabilitation Service

Hear her voice: COVID-19 stories: Girls' lives under lockdown - Hear Her Voice (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SALFM9KK 2405685:NDHDTUTC

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

Hello and Welcome to the Sandbox - Simpson, Lea; Carter, Alice; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123366 2405685:CQQURC65
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Hello, I’m Björn, Director of Research – The EdTech Hub - Haßler, Björn (EdTech Hub, 2019)
I’m Dr Björn Haßler, one of the three Directors of Research for the programme. Research, and particularly at-scale research, is a core focus for the #EdTechHub and that’s why we have three Directors of Research, who will also introduce themselves. I am — we all are — extremely happy that we have been awarded the programme. We, like all our competitors, worked hard for around 1.5 years until the final submission. However, this work paid off! It means we can get going on the important mission.
EdTechHub.Copy: 2129771:NPLNWHCZ shortDOI: 10/ghgnfd KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906829 10/ghgnfd 2129771:NPLNWHCZ 2129771:XKQV2EDS 2405685:3IM8DBXI
Keywords: _DOILIVE; _EdTechHub_Output; _yl:r; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Help us improve education through technology: Sign up for user research (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707822 2405685:FHYYQFSX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Helping families help themselves? Heterogeneous effects of a digital parenting program - Amaral, Sofia; Dinarte Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (The World Bank, 2021)
Parenting practices are crucial for the development of children’s brains and social skills. However, parenting styles may be far from ideal, particularly those of caregivers with high stress levels. Using an individual-level experiment with male and female caregivers of young children in El Salvador, this paper evaluates the impact of a free digital stress management and positive parenting intervention. The results indicate that, for males, the intervention increased stress and anxiety and lowered caregiver-child interactions.
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9850 2339240:EX5ZSVPT 2405685:I2CW3M3E

Helping families help themselves: The (Un)intended impacts of a digital parenting program - Amaral, Sofia; Dinarte-Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (Journal of Development Economics, 2024)
Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103181 2339240:NAASZWJX 2405685:V5FU4M64
Keywords: Child maltreatment; Mental health; Parental stress; Positive parenting

Helping improve the Kenya Education Cloud with a SWOT analysis - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world. Governments all over the world responded to Covid-19 school closures by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Helping you find and compare EdTech tools (EdTech Hub, 2020)
We’re excited to publish the first version of a tool to help you find and compare EdTech tools. The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707844 2405685:M5H8WQNZ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Here and now mobile learning: An experimental study on the use of mobile technology - Martin, Florence; Ertzberger, Jeffrey (Computers & Education, 2013)
00014 shortDOI: 10/f49wgf KerkoCite.ItemAlsoKnownAs: 10/f49wgf 2129771:J6IZD5FE 2405685:7BWBVVSA

Here are 5 blockchain use cases in the education sector - SotaTek (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TWM5R849 2405685:UNCMR5FT

#HerEducationOurFuture: keeping girls in the picture during and after the COVID-19 crisis;the latest facts on gender equality in education - Global Education Monitoring Report (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW

Hierarchical linear models: Applications and data analysis methods - Bryk, Anthony S.; Raudenbush, Stephen W. (Sage Publications, Inc, 1992)
Much social and behavioral research involves hierarchical data structures. . . . Recent developments in the statistical theory of hierarchical linear models now afford an integrated set of methods for such applications. This introductory text explicates the theory and use of hierarchical linear models (HLM) through rich, illustrative examples and lucid explanations. The presentation remains reasonably nontechnical by focusing on three general research purposes—improved estimation of effects within an individual unit, estimating and testing hypotheses about cross-level effects, and partitioning of variance and covariance components among levels. This innovative volume describes use of both two and three level models in organizational research, studies of individual development and meta-analysis applications, and concludes with a formal derivation of the statistical methods used in the book. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Pages: xvi, 265 KerkoCite.ItemAlsoKnownAs: 2339240:9TSGNTPN 2405685:Y6RDYAQA
Keywords: Mathematical Modeling; Statistical Analysis

Hierarchical linear models: applications and data analysis methods - Raudenbush, Stephen W.; Bryk, Anthony S. (Sage Publications, 2002)
KerkoCite.ItemAlsoKnownAs: 2339240:D7DC3FM7 2405685:GYZU8953
Keywords: Linear models (Statistics); Social sciences; Statistical methods

High Court stops Malawi's 21-day coronavirus lockdown - Montsho, Molaole (2020)
The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.
KerkoCite.ItemAlsoKnownAs: 2405685:IKJMHAAW

High, Low, or No Tech? A Roundtable Discussion on the Role of Technology in Refugee Education - El-Sefary, Yomna; Ozegovic, Mia; Wagner, Emma; Benchiba, Soraya (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N9TG6QCP 2405685:3RGI8CQ4

High Stakes Assessment - UNESCO (UNESCO Institute for Statistics Glossary, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RDTR39YN 2405685:NNH8LR6G

Higher education and its communities: Interconnections, interdependencies and a research agenda - Jongbloed, Ben; Enders, Jürgen; Salerno, Carlo (Higher Education, 2008)
Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulﬁl their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-008-9128-2 2339240:ECNFVUP2 2405685:LFR7BP53

Higher education and programme delivery in the context of COVID-19 and institutional closures: student responses to the adoption of e-Learning at a public university in Zambia - Mwale, Nelly; Chita, Joseph (Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:3UPL6GJE
Keywords: ⛔ No DOI found

Higher education reforms: Latin America in comparative perspective - Bernasconi, Andrés; Celis, Sergio (Education Policy Analysis Archives, 2017)
This article introduces a special issue of EPAA/AAPE devoted to recent higher education reforms in Latin America. The last two decades have seen much policy development in higher education in the region, examined and discussed by scholars in each country, but dialog with the international literature on higher education reform, or an explicit comparative focus, have been mostly absent from these works. By way of presentation of the papers included in this issue, we first provide an overview of major policy changes in higher education in the Latin American region since the 1990s. We then turn to the six works in this special issue to describe the theories and methods supporting them. Next, we illustrate how general analytic categories can be derived from single or multi country case studies to illuminate themes capable of cutting across the particulars of national contexts, with their unique traditions, policy paths, and politics. Our three common threads are, first, the types of drivers for reform, that is, how policy change originates, either bottom-up from the institutions, or top-down from the government, and various possibilities in between. Second, understanding challenges to institutional autonomy in a continuum of intensity of state intended intervention in higher education. Third, explaining different levels of strain between public and private sectors in higher education based on conditions of competition for economic resources. While the papers in this special issue do not cover all countries, nor all issues on which policy has been crafted in the last two decades across the region, the collection of articles herein account for topics of enduring importance: faculty work in Ecuador, financial aid in Colombia, public policy decentralization in Argentina, quality assurance models in Colombia and Uruguay, the emerge of new institutions and universities in Argentina and Uruguay, and social justice, access, and inclusion in higher education, in Argentina, Bolivia, Brazil, Chile, Colombia, and Ecuador. The articles presented in this special issue provide much insight onto higher education policy in Latin America and, additionally, offer ample opportunity to develop social science knowledge on the basis of strong comparative work.
KerkoCite.ItemAlsoKnownAs: 10.14507/epaa.25.3240 2339240:4M24F399 2405685:RNRQL9Z2
Keywords: Change in universities

Highlights/Breakdown of the 2020 Approved Budget - Shamsuna Ahmed, Zainab (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:PWJ5P7HV

Highlights from EdTech and Covid-19: Lessons learned, future plans - Team, EdTech Hub (EdTech Hub, 2021)
On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future. Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included: Helen Grant MP, UK Prime…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707919 2405685:UKK52XU7
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members - United Nations (Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members)
2015 - Time for Global Action for People and Planet
KerkoCite.ItemAlsoKnownAs: 2339240:REGHF52F 2405685:KQMD7EYV

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

HLM behind the curtain: Unveiling decisions behind the use and interpretation of HLM in higher education research - Niehaus, Elizabeth; Campbell, Corbin M.; Inkelas, Karen Kurotsuchi (Research in Higher Education, 2014)
Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11162-013-9306-7 2339240:T3IAMTEX 2405685:XUPUQT78
Keywords: Hierarchical linear modeling (HLM); Higher education research; Statistical methods

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

Home - Abwaab
EdTechHub.ItemAlsoKnownAs: 2405685:FJDPMLVJ

Home - DataWinners (DataWinners)
Library Catalog: www.datawinners.com EdTechHub.ItemAlsoKnownAs: 2405685:DP8HFCZ7

Home - Eneza Education (Eneza Education)
KerkoCite.ItemAlsoKnownAs: 2405685:GGEJ44AU

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

Home - Ministry of Education, Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:PKXCNKUD

Home - P2PU
KerkoCite.ItemAlsoKnownAs: 2405685:E7I9ZFJU

Home - Queen Rania Foundation
KerkoCite.ItemAlsoKnownAs: 2405685:C9FS7FYP

Home- and center-based learning opportunities for preschoolers in low- and middle-income countries - McCoy, Dana; Salhi, Carmel; Yoshikawa, Hirokazu; Black, Maureen; Britto, Pia; Fink, Günther (Children and Youth Services Review, 2018)
Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from >163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2018.02.021 2339240:S8TZ62IH 2405685:YJULP68B

Home | COL - Commonwealth of Learning
KerkoCite.ItemAlsoKnownAs: 2339240:CGRKJN5R 2405685:UR5Q9LRE

Home computer use and the development of human capital - Malamud, Ofer; Pop-Eleches, Cristian (The Quarterly journal of economics, 2011)
Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjr008 2339240:AEBRXVGQ 2405685:KDJACE64

Home Computers and School Performance - Attewell, Paul; Battle, Juan (The Information Society, 1999)
KerkoCite.ItemAlsoKnownAs: 10.1080/019722499128628 2339240:4GTU6KUS 2405685:3EN9A4SM

Home - Global Digital Library - - Global Digital Library
KerkoCite.ItemAlsoKnownAs: 2339240:6VPG5HZV 2405685:JAIUGEUM

Home language and education in the developing world - Smits, Jeroen; Huisman, Janine; Kruijff, Karine (2008)
In this report the relationship between the language spoken at home and educational attendance and attainment is studied for 26 developing countries from all regions of the developing world. For these 26 countries, we have constructed country profiles that show the percentages of the population belonging to the major linguistic groups and the variation in adult educational attainment and children’s educational attendance among the these groups. The profiles reveal for most of the countries substantial variation in educational attendance and attainment according to home language. This variation is present both for men and women and in urban and rural areas. To gain insight into the causes of the variation in attendance of children, two multivariate analyses are performed. The first analysis focuses on the variation within the countries. It shows that in most countries a substantial part of the variation in attendance among linguistic groups is due to variation in household wealth, parental education, gender, and urbanization of place of living of the members of the groups. In the second analysis we use multilevel models to study for 153 linguistic groups whether the variation in attendance of children is related to variation in the availability of mothertongue based multilingual education, in concentration of the groups in rural areas, and in the country’s degree of linguistic fractionalization. Educational attendance is higher when there is mother-tongue instruction in the language spoken by the group and it is lower for groups concentrated in rural areas. The positive effects of mother-tongue instruction are stronger for groups concentrated in rural areas, thus highlighting its potential for improving the situation of groups in more difficult circumstances. Group size and linguistic fractionalization of the country have no effect on attendance and the effects of mother-tongue instruction are about equally strong for girls and boys.
KerkoCite.ItemAlsoKnownAs: 2405685:FI2FQN9D 4042040:YLXVSDB3

Home language, school language and children's literacy attainments: A systematic review of evidence from low- and middle-income countries - Nag, Sonali; Vagh, Shaher Banu; Dulay, Katrina May; Snowling, Margaret J. (Review of Education, 2019)
The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26-year review of the literature on children's literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context-sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books-at-home, home tutoring and adult literacy practices. The data partially corroborate findings from high-income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context-specific realities. Neither low-income nor low-print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3130 KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3130 2405685:RIZG682H 4042040:QLFNIHUN
Keywords: home language advantage; home language and literacy environment; low-income countries

Home Literacy and Numeracy Environments in Asia - Cheung, Sum Kwing; Dulay, Katrina May; Yang, Xiujie; Mohseni, Fateme; McBride, Catherine (Frontiers in Psychology, 2021)
The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.
KerkoCite.ItemAlsoKnownAs: 2405685:9TNTDVH5 4042040:L9ALXHIR

Home Schooling during the COVID-19 Pandemic: An Assessment of Malaysia’s PdPR Program - Asadullah, Niaz (Asian Development Bank, 2022)
The majority of homeschoolers in Malaysia prefer to return to on-site education once schools reopen.
Accepted: 2022-05-18 Last Modified: 2022-08-30T18:13+08:00 KerkoCite.ItemAlsoKnownAs: 2405685:STB73A3M

Home - T-TEL - T-TEL
KerkoCite.ItemAlsoKnownAs: 2405685:BS7V6XAB 2405685:NQ3KWY4W 2405685:RPBX6BQJ

Home - Ubongo Learning | African Children's Media & Edutainment (Ubongo)
Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives.
KerkoCite.ItemAlsoKnownAs: 2339240:8HMJAU55 2405685:ESSKTEAH

Home - Ubongo Learning | African Children's Media & Edutainment - Ubongo
KerkoCite.ItemAlsoKnownAs: 2405685:PL74MXX7

Household Income and Expenditure Survey 2016-2017 - Bangladesh Bureau of Statistics (Bangladesh Bureau of Statistics)
KerkoCite.ItemAlsoKnownAs: 2339240:UZ637S8G 2405685:CVHPT3RW 2405685:XH9PM5DE 2534379:WFZV8JAD
Keywords: ___working_potential_duplicate

Household Income and Expenditure Survey 2016-2017 - BBS (Bangladesh Bureau of Statistics, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:5FKNQZYC 2405685:T7SBCC5A

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

How 30% of Children Taught Themselves to Read - Curious Learning (Curious Learning, 2017)
In April our colleague Markos traveled from Addis Ababa to Wonchi, a remote village in Ethiopia. His goal: to track down 20 children who had participated in a digital learning pilot, four years ago. What he found stunned our team – all six of the children he tested had taught themselves to read, usi
KerkoCite.ItemAlsoKnownAs: 2405685:Z3YLQCZR 4042040:UGJ64H5P

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12639 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12639 2339240:AK4DTNUU 2405685:M7Q436YL

How an adolescent girl helped her community fight COVID-19 - UNICEF (2022)
Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir
KerkoCite.ItemAlsoKnownAs: 2339240:4FUVC6QG 2405685:K93PD2RU

How Bangladesh repurposed pre-existing online platforms to reimagine education during Covid-19 - Bangladesh), Anir Choudhury (a2i (EdTech Hub, 2021)
Forty-two million. That is the total number of students in Bangladesh. Forty-two million potential leaders of tomorrow. Forty-two million reasons to be hopeful for the country’s future. Forty-two million students who, because of Covid-19, were left without classrooms, without their friends, without their schools and colleges – without formal education.
KerkoCite.ItemAlsoKnownAs: 2405685:HVNU4INN 2405685:TA8WC382
Keywords: _EdTechHub_Output

How behavior spreads: the science of complex contagions - Centola, Damon (Princeton University Press, 2018)
"A new, counterintuitive theory for how social networks influence the spread of behavior. New social movements, technologies, and public-health initiatives often struggle to take off, yet many diseases disperse rapidly without issue. Can the lessons learned from the viral diffusion of diseases be used to improve the spread of beneficial behaviors and innovations? In How Behavior Spreads, Damon Centola presents over a decade of original research examining how changes in societal behavior–in voting, health, technology, and finance–occur and the ways social networks can be used to influence how they propagate. Centola's startling findings show that the same conditions accelerating the viral expansion of an epidemic unexpectedly inhibit the spread of behaviors. While it is commonly believed that "weak ties"–long-distance connections linking acquaintances–lead to the quicker spread of behaviors, in fact the exact opposite holds true. Centola demonstrates how the most well-known, intuitive ideas about social networks have caused past diffusion efforts to fail, and how such efforts might succeed in the future. Pioneering the use of Web-based methods to understand how changes in people's social networks alter their behaviors, Centola illustrates the ways in which these insights can be applied to solve countless problems of organizational change, cultural evolution, and social innovation. His findings offer important lessons for public health workers, entrepreneurs, and activists looking to harness networks for social change.Practical and informative, How Behavior Spreads is a must-read for anyone interested in how the theory of social networks can transform our world"–Provided by publisher
OCLC: on1035756208 KerkoCite.ItemAlsoKnownAs: 2339240:848LEBT4 2405685:42X86VX5
Keywords: Human behavior

How behavioral science can empower parents to improve children's educational outcomes - Bergman, Peter (Behavioral Science & Policy, 2019)
Parents powerfully influence their children’s educational outcomes. Yet psychological and informational barriers impede parents’ ability to engage with their children in ways that improve outcomes: parents tend to have inflated perceptions of their children’s performance, which can deter them from taking helpful steps to effectively support their learning, and parenting is complex. Limited cognitive bandwidth for coping with complexities can steer parents’ attention away from actions that have long-term benefits for their children and toward actions yielding immediate returns. Poor school-to-parent communication and poverty exacerbate all of these problems. In this article, the author demonstrates how providing timely, actionable information to parents can lower these barriers and help parents engage with their children more productively from kindergarten through high school. Moreover, providing this information can improve educational outcomes at low cost.
KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2019.0004 2339240:EFP32JJ7 2405685:W5PIX5JE

How big are effect sizes in international education studies? - Evans, David; Yuan, Fei (Center for Global Development, 2020)
In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR

How BRAC is supporting Bangladesh to continue education in a pandemic - Chowdhury, Zaian; Islam, Rubab; Saltmarsh, Sarah-Jane (2020)
Library Catalog: blog.brac.net Section: Learning KerkoCite.ItemAlsoKnownAs: 2339240:62DZHUDL 2339240:YPXY5VS5 2405685:8CMZMYMX 2405685:JGHI5FAV
Keywords: ___working_potential_duplicate

How broadband, digitization and ICT regulation impact the global economy Global econometric modelling - International Telecommunication Union (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9DDP5SW6 2339240:M93SUBKT 2405685:46DEBCB8 2405685:QLWP8269
Keywords: ⛔ No DOI found

How can capacity development promote evidence-informed policy making? - Punton, Melanie (2016)
How can capacity development promote evidenceinformed decision making? This review discusses the messy, complex nature of evidence use in policy processes; casts a spotlight on some of the individual, interpersonal, organisational and institutional factors that promote and constrain use of evidence; and examines the primary evidence base to investigate what works to build the capacity of decision makers to use evidence, for whom, in what circumstances, and why.
KerkoCite.ItemAlsoKnownAs: 2339240:UL2BJWHE 2405685:CJNYYRKP

How Can Decision-Makers Assess EdTech Interventions for Cost-Effectiveness to Enable Better Investments? - Plaut, Daniel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at how decision-makers should consider cost-effectiveness when contemplating investing in EdTech programmes. Cost-effectiveness is a critically important consideration for anyone planning investments in EdTech, but it is also a complex one, which requires understanding the total cost of an intervention and comparing it against the likely impact on education. We draw on work from EdTech Hub and other prominent researchers to distil key practical insights for decision-makers on how to apply cost-effectiveness analysis to their decision-making. Practical considerations include recommendations on gathering the right data for analysis; ensuring cost calculations are holistic; leveraging existing frameworks and tools for cost and impact calculations; and ensuring that comparisons are made against non-tech interventions as well as the broader resource envelope available for education to determine affordability in a given context. Finally, we explore areas where additional work is needed, including an increased understanding of the challenges faced by decision-makers in considering cost-effectiveness and the need for greater transparency and accountability in cost-effectiveness analysis in the sector. Keywords Cost-effectiveness; EdTech; education policy; total cost of implementation; affordability; Learning-Adjusted Years of Schooling An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10837295 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1018 ZenodoArchiveConcept: 10837294
Keywords: _r:AddedByMyEducationEvidence

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

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4701259 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4701259 2339240:K42SWARR 2405685:DGECLZII 2405685:J83BVHG6 2405685:UXWEBRCC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

How can education systems become equitable by 2020: DfID think pieces - Learning and equity - Alcott, Ben; Rose, Pauline (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:U33W427H 2405685:2A7H96IE

How Can EMIS be Designed and Implemented in Ways That Make Them Used and Useful? - Adam, Taskeen; Mitchell, Joel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at education management information systems (EMIS). EMIS are pivotal in educational administration, facilitating the digitisation of processes and data to enable informed decision-making. However, persistent challenges impede their effectiveness. We examine why it is vital to consider how EMIS are designed and implemented, particularly with regard to the needs and contexts of low- and middle-income countries (LMICs). We consider constraints in technical capacity, limited funding, and insufficient user engagement. We identify concrete, evidence-based recommendations for how to make EMIS useful and used more frequently based on current and recent research. To enhance EMIS efficacy, there is a need to underscore utility and usability, ensuring the collection of pertinent data and user-friendly interfaces. Furthermore, the social implications of EMIS data on individuals and communities must be considered in order to meet their needs. We also explore areas for further consideration and include lists of resources relevant to EMIS and questions and solutions to consider. Keywords: education management information systems (EMIS); low- and middle-income countries (LMICs); user-centred design; evidence-based decision-making; EdTech; educational administration. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10694602 ZenodoArchiveConcept: 10694601 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10080734 10.53832/edtechhub.1015
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

How can governments, schools and teachers support education continuity and good pedagogy under coronavirus (Covid-19)? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90% of the world’s…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707824 2405685:6L94W7UK 2405685:H9V63A7B
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How Can Implementers Apply Digital Personalised Learning in Schools? - Plaut, Daniel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at digital personalised learning (DPL), a promising EdTech approach to improving learning outcomes, and consider how to implement this approach in school settings. We draw on work from EdTech Hub and other prominent researchers to first unpack the ‘basics’ of DPL implementation. These include the importance of teaching at the right level as a driver of DPL’s impact, and how DPL tools are applied in schools as supplementary learning and / or integrated into existing curricula. We also consider some of DPL’s technical requirements and achievements in improving learning outcomes. We then explore emerging insights about effective DPL implementation in schools, including the role of teachers as facilitators, the evidence behind student-device ratios, and the importance of coordinating DPL implementation with broader education system actors. Lastly, we look at areas that require further research, noting issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to DPL application in education systems. Keywords: digital personalised learning; DPL; implementation research; teaching at the right level; learning outcomes; education policy An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10616734 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1008 ZenodoArchiveConcept: 10616733
Keywords: _r:AddedByMyEducationEvidence

How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review - Jordan, Katy (Technology, Pedagogy and Education, 2023)
In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.
Accepted: 2022-05-18T23:30:06Z Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.84697 2405685:8XW8JR6H

How can Mother Tongue-based MLE be carried out in classrooms where three or more local languages are represented as mother tongues? - Benson, Carol; Young, Catherine (Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:BJRXRRBA 4042040:7A5RR9A2

How Can Participatory Methods Centre Teachers Within Education Policy? - Koomar, Saalim (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10604329 ZenodoArchiveConcept: 10604328 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10080685 10.53832/edtechhub.1005
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

How can real-time performance data lead to better education outcomes? - Sharma, Aarushi; Gustafsson-Wright, Emily; Osbourne, Sarah (Brookings, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SZWXK6WN 2405685:JNRNE6CJ 4656463:GFXAJF9E

How Can Schools Support Parents’ Engagement in their Children’s Learning? Evidence from Research and Practice - Axford, Nick; Berry, Vashti; Lloyd, Jenny; Moore, Darren; Rogers, Morwenna; Hurst, Alison; Blockley, Kelly; Durkin, Hannah; Minton, Jacqueline (EEF, 2019)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
KerkoCite.ItemAlsoKnownAs: 2339240:MK49B6CM 2405685:BLGCB3CD

How can Sierra Leone’s education response after Ebola help with the COVID-19 response? - Bangay, Colin (The Education and Development Forum (UKFIET), 2020)
This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
KerkoCite.ItemAlsoKnownAs: 2339240:D5Q8A77B 2405685:PK7UUFGK

How change happens - Green, D. (Oxford University Press, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9WGBKM7K 2405685:DWDK4DTC

How Chimple Encouraged Increase in Adoption and Engagement - Handa, Rhea (2022)
Chimple is now embarking on a journey of rigorous evaluation via a randomized controlled trial (RCT) of its teacher-led, at-home learning model in India, so that it is better prepared to be scaled up. There is an urgent need to build evidence on technology-based home-learning solutions, particularly in low-income contexts, so that we can understand what works, how it works, and whether it works at scale.
KerkoCite.ItemAlsoKnownAs: 2339240:X78CIAZB 2405685:UNEAA4VA

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

How could COVID-19 hinder progress with Learning Poverty? Some initial simulations - Azevedo, João Pedro (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XT5MHPVI 2405685:A6EIFHFE

How could digital learning at scale address the issue of equity in education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2339240:RQ4GZ8TL 2405685:5RTZ2KBN 2405685:CSPAS5PX 2405685:TKBHHATW 2405685:XDQI6TXV 2534378:2SFG4YZU
Keywords: ___working_potential_duplicate; ⛔ No DOI found

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank)
Examples of how countries are using edtech to support remote learning under COVID-19
Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:F3479NEL
Keywords: ___working_potential_duplicate

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank, 2020)
Examples of how countries are using edtech to support remote learning under COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:32HB6XZZ 2339240:4BZJ4AIG 2339240:EX5BNITY 2339240:PBQ9WI2Z 2339240:WR9PK27B 2405685:57383Q46 2405685:773AJIR4 2405685:8HY8ZHY3 2405685:BAGXUAR8 2405685:RGLRHG75
Keywords: ___working_potential_duplicate

How covid-19 is interrupting children’s education - The Economist (The Economist, 2020)
Almost a billion children have seen their schools close
KerkoCite.ItemAlsoKnownAs: 2339240:XDKMUTEZ 2405685:9WE5ZGTX

“How Dare They Peep into My Private Life?” - Han, Hye Jung (Human Rights Watch, 2022)
The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
KerkoCite.ItemAlsoKnownAs: 2405685:SH2GMWNM
Keywords: ⛔ No DOI found

How do Communities of Practice Support Teacher Learning and What Role Can EdTech Play? - Adam, Taskeen; Friese, Laila (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10694591 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1014 ZenodoArchiveConcept: 10694590
Keywords: _r:AddedByMyEducationEvidence; coming soon

How do I ensure my EdTech investments are cost effective - RachelChuang, JamieProctor (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341460 ZenodoArchiveConcept: 7341459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341460 2405685:CUFS8JJE
Keywords: _r:AddedByZotZen