Statistical Data/Dadus Estatistiku - Ars (Ministério da Educação)
EMIS system in Timor-Leste is updating not only the current year’s data, but also the previous years’ data as soon as the errors are found, in order...
KerkoCite.ItemAlsoKnownAs: 2339240:36CZ234F 2405685:ZRPVXUIX
Keywords: ⛔ No INSPIRE recid found

Preservice Classroom Teachers' Views of Distance Education Science Laboratory Activities - Arslan, Ayten (International Online Journal of Education and Teaching, 2021)
This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.
Publisher: Informascope KerkoCite.ItemAlsoKnownAs: 2339240:4SZS5FV2 2405685:RCBWSW7G
Keywords: Barriers; COVID-19; Distance Education; Educational Technology; Foreign Countries; Pandemics; Preservice Teachers; Program Effectiveness; School Closing; Science Instruction; Science Laboratories; Student Attitudes; Technology Uses in Education; ⛔ No DOI found

Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana - Arthur-Nyarko, Emmanuel; Kariuki, Moses Githua (International Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XYCPC7IU 2405685:83GZ8QYZ
Keywords: ⛔ No DOI found

Autorité de Régulation des Télécommunications et des Postes - ARTP SENEGAL
KerkoCite.ItemAlsoKnownAs: 2339240:UPSMUI3D 2405685:ZZ2KI3ZD

Improving teacher accountability in Pakistan’s rural schools - Asad, Saher; Habib, Masooma; Karachiwalla, Naureen; Kosec, Katrina; Leaver, Claire; Ur Rehman, Attique (International Growth Centre, 2020)
Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study …
Section: Uncategorized EdTechHub.ItemAlsoKnownAs: 2405685:VS9VPJJG

Nigeria’s currency has fallen to a record low as inflation surges. How did things get so bad? | AP News - Asadu, Chinedu (AP News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:PVM9PXSR 2405685:DZ9AMTRN

Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19 - Asadullah, M. Niaz; Bhattacharjee, Anindita (The Journal of Development Studies, 2022)
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2022.2094253 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2022.2094253 2405685:4QFIBL3G
Keywords: COVID-19; D10; I21; J22; Q50; home-based education; learning crisis; school closure

Coronavirus Outbreak, Schooling and Learning: Study on Secondary School Students in Bangladesh - Asadullah, N; Bhattacharjee, A; Tasnim, M; Mumtahena, F (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q68A9V5S 2405685:KEVNB97X

COVID-19, schooling and learning - Asadullah, Niaz (BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DL2YWCN7 2339240:3SFMKWAQ 2339240:7IXRWSHB 2405685:324RM4PS 2405685:69EF4C47 2405685:FFYLQH5J
Keywords: ___working_potential_duplicate; ⛔ No DOI found

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

Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb - ASAL Humanitarian Network (2022)
News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network
KerkoCite.ItemAlsoKnownAs: 2339240:3PE84E95 2405685:I2LURL58

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2339240:A6I3EF94 2405685:2X67SUBU

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank Policy Research Working Paper, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SN2UMVDP 2405685:LZ3GYSNW
Keywords: ⛔ No DOI found

Impact Report 2022: Local Solutions to Global Challenges - Asante Africa Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GCQ3SEYM 2405685:7ZP2FI97

One Laptop Per Child Policy in Ghana: Any Impact on Teaching and Learning? - Asante, Edward; Owusu-Ansah, Samuel (Library Philosophy and Practice (e-journal), 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LKY2HNFC 2405685:3UVAETBU
Keywords: ⛔ No DOI found

Improving the Mouse Skills of Basic School Learners Using the Optical Mouse and Self Instructional Software. A Case of a Ghanaian Basic School - Asare, Samuel; Leticia, Agyemang (Innovation The European Journal of Social Science Research, 2020)
The study came about as a result of poor performance showed by Bosofour R\C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R\C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching\ learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons.
KerkoCite.ItemAlsoKnownAs: 2339240:4TTCYUBI 2405685:WYPK6H3X
Keywords: ⛔ No DOI found

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 equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2020)
This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1811638 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1811638 2339240:IDPL76GX 2405685:C54NGNMP
Keywords: Education; South-North research partnerships; sub-Saharan Africa; sustainable development goals

Comparing student performance in blended and traditional courses: Does prior academic achievement matter? - Asarta, Carlos J.; Schmidt, James R. (The Internet and Higher Education, 2017)
The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course.
shortDOI: 10/f9gk4k KerkoCite.ItemAlsoKnownAs: 10.1016/j.iheduc.2016.08.002 10/f9gk4k 2405685:BBRD74WX
Keywords: Achievement; Blended course; Performance differences; Traditional course; Zones

The problem with Lao’s education system - ASEAN Post (The ASEAN Post, 2020)
Lao’s education system is suffering and the country’s lack of freedom might have something to do with it.
KerkoCite.ItemAlsoKnownAs: 2339240:JFKE7JKP 2405685:5YUUGV4K
Keywords: ⛔ No INSPIRE recid found

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

Annual Status of Education Report - ASER (ASER, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GM46AP95 2405685:B3TPJ3NB

Annual Status of Education Report 2021 (ASER, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:V4TFIXQM 2405685:4NXSN78X 4656463:NETWQXMZ

Annual Status of Education Report: ASER-Pakistan 2019 (National) - ASER (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V7FVUG3V 2405685:FMJKPGEV

Annual Status of Education Report ASER-PAKISTAN 2019 Urban - ASER (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3RUH7M9U 2339240:VJDS6K9D 2405685:FQR3NTDK 2405685:HBB5FK84

Annual Status of Education Report (Rural) 2020. Wave 1 - ASER (ASER Centre, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MS7X4T2X 2405685:ZJYQYIG2

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

Annual Status of Education Report (rural) 2018 - ASER Centre (Assessment Survey Evaluation Research (India), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:JNVC8NTE 2405685:4GRETSNN

Annual Status of Education Report - ASER Pakistan (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DJW3TIQC

Annual Status of Education Report 2019 - ASER Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:659L7XT9 2405685:DP3FSMM5

Annual Status of Education Report. ASER-Pakistan 2021 - ASER Pakistan (ASER Pakistan Secretariate & Idara-e-Taleem-o-Agahi, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CTU9LA3Q 2339240:MVDNFBGR 2405685:2IATPQCX 2405685:79X8U2KF

Annual Status of Education Report ASER-Pakistan 2023: National (Rural) - ASER Pakistan (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RKVQLNBW 2405685:B29734GA

Representation of women: A corpus-based analysis of Pakistani English newspapers - Asghar, Salma; Akhter, Urooj (Journal of Communication and Cultural Trends, 2022)
This study investigates the use of gendered lexical items and collocates to deconstruct the patriarchal social system of Pakistan with the help of corpus tools. Media frame the mind and thinking of people with its repetitive announcements. Women being a part of the society are also part of media news but they are underreported by reporters and editors as most of the news are male- filtered news. Pakistani English newspapers are one of the popular sources of getting information across Pakistan. The local social system and male dominating mindset have influenced all types of media in Pakistan. It is observed that like all other fields of life, women are marginalized in Pakistani English newspapers too. It is hypothesized that male are over represented as compared to female and women related news are written by female writers and reporters. A corpus of 270 Pakistani English Newspapers has been selected from The News International, The Dawn and Daily Times with 90 articles from each paper. A corpus-based analysis has been carried out to identify gender discrimination and gender stereotypes in Pakistani society. All collocate of women and men are kept in attention in this work. The results reveal that women are represented as a minority and marginalized victims by male dominating society. On the contrary, the modern writers raise their voices to support and highlight the role of women in society. The study is the first attempt of its kind for an amalgam of corpus-based and CDA approaches. Keywords: representation, corpus-driven analysis, newspapers, women, marginalized, minority
KerkoCite.ItemAlsoKnownAs: 10.32350/jcct.42.04 2339240:TZ6MFTBX 2405685:9HJL7P2K

General Systems Theory as a New Discipline - Ashby, W. R. (Plenum Press, New York, 1958)
KerkoCite.ItemAlsoKnownAs: 2339240:PEB9EFMQ 2405685:BXRSAE54

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

Principles of the self-organizing system - Ashby, W. Ross (Modern systems research for the behavioral scientist, 1968)
KerkoCite.ItemAlsoKnownAs: 2339240:4BNNIA8I 2405685:X7RW4QRY
Keywords: ⛔ No DOI found

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan
KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:6EUNRYPS 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of COVID-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557019 2339240:RD5HM47R 2405685:EXMQF7W4

Lao People’s Democratic Republic – ASEM Education - Asia-Europe Meeting (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9C8XNI7E 2405685:4L9ZZA6N
Keywords: ⛔ No INSPIRE recid found

$3 Million ADB Grant to Support Pakistan’s Flood Response - Asian Development Bank (Asian Development Bank, 2022)
ADB approved a $3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country.
Archive Location: Pakistan Last Modified: 2022-09-02T16:36+08:00 Publisher: Asian Development Bank KerkoCite.ItemAlsoKnownAs: 2339240:55WGMGMM 2405685:QNW3WEJD

Accelerating Digital Inclusion for Women and Girls in Asia and the Pacific - Asian Development Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7G79A7ZH 2405685:BWQZKPTZ
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Education for Employment Sector Development Program - Asian Development Bank (2019)
The proposed Education for Employment Sector Development Program (EESDP) will strengthen human capital in the Lao People's Democratic Republic (Lao PDR) and support inclusive growth and economic diversification. The policy-based loan will support reforms to align secondary education, technical and vocational education and training (TVET), and higher education with the country's workforce needs. This includes enhancing the role of secondary education in preparing youth for employment.
Archive Location: Lao People's Democratic Republic Last Modified: 2024-04-22T09:42+08:00 Publisher: Asian Development Bank KerkoCite.ItemAlsoKnownAs: 2339240:ZUTMQUXR 2405685:PC3ZKU2Q
Keywords: ⛔ No INSPIRE recid found

Innovative Strategies for Accelerated Human Resources Development in South Asia:: Information and Communication Technology for Education—Special Focus on Bangladesh, Nepal, and Sri Lanka - Asian Development Bank (Asian Development Bank, 2017)
Edition: 0 ISBN: 9789292610333 9789292610326 shortDOI: 10/ghgnfh KerkoCite.ItemAlsoKnownAs: 10.22617/TCS179080 10/ghgnfh 2339240:DC9GXZHD 2339240:H8XPPDHF 2405685:9CV4C8ZT 2405685:CIIMK9AK
Keywords: Systems Framework

Lao People’s Democratic Republic: Secondary Education Sector Development Program - Asian Development Bank (2022)
The program comprised a policy-based loan (PBL) and a project grant. It was aligned with the government’s Education Sector Development Framework (ESDF) approved in 2009. It combined national reforms with a focus on targeted investments in 30 poor and educationally disadvantaged districts with a majority of ethnic students. The expected impact was improved educational attainment in Lao PDR, and the outcome was enhanced equity, quality, and efficiency of secondary education in the country.
Accepted: 2022-04-21 Archive Location: Lao People's Democratic Republic Last Modified: 2022-04-21T14:56+08:00 Publisher: ADB Independent Evaluation Department KerkoCite.ItemAlsoKnownAs: 2339240:IENFQFKH 2405685:5M6Y89V6
Keywords: ⛔ No INSPIRE recid found

School Education in Pakistan: A Sector Assessment - Asian Development Bank (Asian Development Bank, 2019)
Edition: 0 ISBN: 9789292615291 9789292615284 shortDOI: 10/ghgnf7 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS190039 10/ghgnf7 2339240:MAX5I4DD 2339240:VDACLSSI 2405685:8VW9ZAMB 2405685:B4FE433S 2405685:MTCNL9CE

Second Strengthening Higher Education Project - Asian Development Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:F5UK9J9L 2405685:66435KZD
Keywords: ⛔ No INSPIRE recid found

Sector Assessment (Summary): Education - Asian Development Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:NRN9V2VS 2405685:VFMAEF87

Technology-Enabled Innovation in Education in Southeast Asia (TIESEA) Diagnostic Assessment Report – Cambodia Country Report - Asian Development Bank (Asian Development Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:L24SXNVL 2405685:ALRDI3SU
Keywords: ⛔ No INSPIRE recid found

Timor-Leste Country Gender Assessment - Asian Development Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:X4S4569B 2405685:PGZ73PHB

Viet Nam: Secondary Education Sector Assessment, Strategy and Road Map - Asian Development Bank (Asian Development Bank, 2020)
This report provides an assessment of Viet Nam’s secondary education sector, including technical and vocational education training programs.
Accepted: 2020-02-28 Last Modified: 2020-02-28 KerkoCite.ItemAlsoKnownAs: 2339240:VFUDRRS6 2405685:KNKJU7FV

Viet Nam: Technical and Vocational Education and Training Sector Assessment - Asian Development Bank (Asian Development Bank, 2020)
This report examines how technical and vocational education and training (TVET) in Viet Nam can be improved to increase the country’s global competitiveness.
Accepted: 2020-01-23 Last Modified: 2020-01-23 KerkoCite.ItemAlsoKnownAs: 2339240:M2WNUPU4 2405685:CZK7CC8A

Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugnov, Dmitry; Gera, Ravinder (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:27XHDSI8 2339240:TQFW4ACB 2405685:CLQLKA7M 2405685:K4RZX8TC

Moving Teachers to Malawi's Remote Communities: A Data-Driven Approach to Teacher Deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:G3BXG2DZ 2486141:URBUWVJ8

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.12.002 2339240:7QKQHXG2 2405685:GWKND7GG
Keywords: Data-driven model; Deployments; Malawi; Political economy; Schools; Teachers

Perceived barriers towards adoption of internet banking among non-metropolitan internet users of Pakistan - Aslam, Hassan Danial; Khan, Mannan; Tanveer, Asif; Amber, Tazeen (International Business & Economics Research Journal (IBER), 2011)
Internet banking is a vital component of E-banking flourished rapidly in developed countries unlike developing countries. This paper provides recommendations for the banks offering internet services after examining the barriers in adoption of internet banking perceived by the active internet users living in non-metropolitan areas of Pakistan. Various, significantly perceived barriers identified by previous studies are presented after an extensive literature review in order to form a basis for developing questionnaire and comparing the findings. Data were collected from 520 customers of the banks offering internet services. The respondents selection criteria was being active internet user and living in non-metropolitan area of Pakistan. Findings show that the loss of personal service and one to one relationship with bankers, low perceived value of internet banking as compared to traditional banking and lack of knowledge, information are perceived to be the most significant barriers in adoption of internet banking among respondents. Unlike other studies lack of security, risk of hacking, fear of incomplete transactions and high financial risks are perceived to be moderately significant barriers. The study recommends that the banks should identify the information needs of the customers and establish the effective information channels to communicate the benefits and uses of internet banking services and develop long term relationship.
KerkoCite.ItemAlsoKnownAs: 10.19030/iber.v10i4.4182 2339240:E9C3C972 2405685:ZQJ8M5F8

Elevating Education at High Altitude: EdTech implementation in Gilgit-Baltistan - Aslam, M. Nawaz; Mazari, Haani; Hayat, Amal; Hassan, Syed Mustafa; Afzal, Nimra; Zahir, Jazib; Ministry of Federal Education and Professional Training, Pakistan (EdTech Hub, 2024)
Gilgit-Baltistan, located in the northernmost part of Pakistan, is a region known for its mountainous geography. Its complex geography creates challenges for education, such as geographic isolation and infrastructural limitations. While technology offers the potential to overcome these barriers of isolation, several infrastructural and capacity barriers prevent equitable access to EdTech. The Government of Gilgit-Baltistan has strived to respond to these barriers by introducing a more holistic EdTech implementation model that aims to contextualise solutions toward infrastructural and capacity needs. The study investigates the government’s reforms and initiatives to identify good practices and provide further recommendations to enhance EdTech implementation in Gilgit-Baltistan. It also considers the strengths and opportunities that shape Gilgit-Baltistan’s approaches to implementing EdTech through the 'STEAM' and 'Smart Schools' interventions. Key elements of the government’s approach to implementing EdTech include a focus on aligning intervention design with infrastructural needs, for example, by considering solarisation to improve access to power sources. The introduction of ‘hot spots’ to enable offline access to an LMS has enabled schools to access preloaded, curriculum-aligned teaching and learning materials. To overcome challenges in teacher capacity, the government invested in ‘Tech Fellows’ (IT graduates who support teachers with classroom integration) to bridge the gap between limited digital skills and implementation requirements. In this study, we find areas through which this model can be strengthened and highlight examples that implementers in low-resource settings can learn from. low-resource contexts; blended learning; Pakistan; Gilgit-Baltistan; digital skills; teacher training; solar energy; offline solutions An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 11652091 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1032 ZenodoArchiveConcept: 11652090
Keywords: _r:AddedByMyEducationEvidence

The relative effectiveness of government and private schools in Pakistan: Are girls worse off? - Aslam, Monazza (Education Economics, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1080/09645290903142635 2339240:JX9ZURYR 2405685:B2Y3PBB2

Formative Evaluation of GPE’s Support for Response to the COVID-19 Crisis - Aslam, Monazza; Rawal, Shenila (GPE, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2GTLVYSK 2405685:JE4H77VI 4656463:KE8N3UI9

AI in the Classroom: A rapid evaluation of AI-generated lesson plans in Islamabad’s public schools - Aslam, Nawaz; Qureshi, Ghada; Hassan, Syed Mustafa (EdTech Hub, 2025)
This report presents a rapid evaluation of AI-generated lesson plans currently being used in public schools in rural and urban Islamabad under the National Institute of Excellence in Teacher Education (NIETE). These centrally developed, scripted lesson plans are aligned with the national curriculum and built on the Gradual Release of Responsibility (GRR) model, with additional elements of the 5E and Inquiry-Based Learning (IBL) models in science, and the Concrete-Pictorial-Abstract (CPA) model in maths. Using a mixed-methods approach—including teacher surveys, focus group discussions, key informant interviews, and an expert rubric-based review—the study assesses the lesson plans' quality, relevance, and adaptability. Teachers expressed strong support for the lesson plans, especially in terms of reduced workload and structured delivery, though concerns were raised around flexibility, contextual responsiveness, and teacher agency. While the study does not evaluate student learning outcomes, it provides actionable insights and recommendations for improving the design, support, and implementation of AI-generated instructional tools, particularly as the programme scales to other provinces in Pakistan, such as Balochistan. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15077892 ZenodoArchiveConcept: 15077891 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1104 10.53832/edtechhub.1105 10.53832/edtechhub.1107 10.53832/edtechhub.1108 2405685:FR4GREKJ 2405685:XG7G3FDM
Keywords: _r:AddedByMyEducationEvidence

Needed: An Ecosystem for Meaningful Digital Innovation in Northern Kenya - Aslan Afrika (Aslan Afrika, 2021)
The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […]
KerkoCite.ItemAlsoKnownAs: 2339240:M9U4C6IJ 2405685:4LVDHQIG

Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic - Asri, Dahlia Novarianing; Cahyono, Bambang Eko Hari; Trisnani, Rischa Pramudia (Linguistics and Culture Review, 2021)
KerkoCite.ItemAlsoKnownAs: 10.21744/lingcure.v5nS1.1489 2339240:QPIH3CL4 2405685:NWJ2HG9I
Keywords: ⛔ No INSPIRE recid found

Program Assessment of Kolibri FLY - Assaf, Teib; Taylor, Stefanie (Open Development & Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0270 2339240:SH4ZMRFU 2405685:VA9278TB

UNICEF Back-to-School Guide - Asselin, Olivier (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:J5CJ3T66 2405685:86HDSDD8
Keywords: ⛔ No DOI found

Education Dynamics: A Systems Thinking Perspective - Assidmi, Luay (2015 Fifth International Conference on e-Learning (econf), 2015)
KerkoCite.ItemAlsoKnownAs: 10.1109/ECONF.2015.29 2405685:YLBB2IU9

ASEAN Declaration on Strengthening Education for out-of-school Children and Youth (OOSCY) - Association of Southeast Asian Nations (ASEAN Main Portal, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:PQ32QHNQ 2405685:2GMJF6Q9
Keywords: ⛔ No INSPIRE recid found

Declaration on The Digital Transformation of Education Systems in ASEAN - Association of Southeast Asian Nations (ASEAN) (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:K4BH3449

Framework for Developing Digital Readiness Among ASEAN Citizens - Association of Southeast Asian Nations (ASEAN) (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:JN9UAH3Y

Ambassador of Timor-Leste to ASEAN presents credentials to Secretary-General of ASEAN - Association of Southeast Asian Nations Secretariat (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JXJT3LQX 2405685:7YHUJ7JJ

Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study - Ata, Rıdvan; Cevik, Mustafa (Education and Information Technologies, 2019)
The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2339240:TLEYZERM 2405685:98J9QFGS 2405685:W5HNS2SW 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ
Keywords: COGNITIVE styles; Cognitive Style; Cognitive style; Computers–Information Science And Information Theory; Content Analysis; EDUCATIONAL programs; ERIC; Current Index to Journals in Education (CIJE); Educational Attainment; Foreign Countries; Gender Differences; Handheld Devices; Higher Education; Income; Independent Study; Independent study; Kolb's learning styles; Kolb’s learning styles; LEARNING readiness; Learning Readiness; Learning Style Inventory; MOBILE learning; Measures (Individuals); Mobile learning; Mothers; Positive Attitudes; Postsecondary Education; Pre-service teachers; Preservice Teachers; STUDENT teachers; Self Efficacy; Structural Equation Models; Structural equation modelling; Student Attitudes; Teacher Education Programs; Telecommunications; Turkey; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2095788; __finaldtb

Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? - Atanasova, Dimitrinka (2023)
Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…
KerkoCite.ItemAlsoKnownAs: 2405685:6SRCZ3LI 2486141:TJRDQHQD

Intersectionality theory and practice - Atewologun, Doyin (Oxford research encyclopedia of business and management, 2018)
Intersectionality is a critical framework that provides us with the mindset and language for examining interconnections and interdependencies between social categories and systems. Intersectionality is relevant for researchers and for practitioners because it enhances analytical sophistication and offers theoretical explanations of the ways in which heterogeneous members of specific groups (such as women) might experience the workplace differently depending on their ethnicity, sexual orientation, and/or class and other social locations. Sensitivity to such differences enhances insight into issues of social justice and inequality in organizations and other institutions, thus maximizing the chance of social change.
KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190224851.013.48 2339240:343YCBLT 2405685:39C4YXEE

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

ATLAS.ti AI Lab | Accelerating Innovation for Data Analysis - ATLAS.ti
Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights.
KerkoCite.ItemAlsoKnownAs: 2405685:X89DCPWW 2486141:9GPQDUQE

Atlassian Team Playbook - Build strong teams with Plays - Atlassian (Atlassian, 2020)
Plays are free workshop resources for addressing common team challenges and starting important conversations.
KerkoCite.ItemAlsoKnownAs: 2339240:JWBB984G 2405685:3V9KHWL9

Education choices and returns to schooling: Mothers' and youths' subjective expectations and their role by gender - Attanasio, Orazio P.; Kaufmann, Katja M. (Journal of Development Economics, 2014)
In this paper we investigate the role of expected returns to schooling and of perceived risks (of unemployment and earnings) as determinants of schooling decisions. Moreover, our data also allow us to analyze whether youths' and/or mothers' expectations predict schooling decisions, and whether this depends on the age and gender of the youth. In particular, we use Mexican data that contain labor market expectations of mothers and youths. We ﬁnd that expected returns and risk perceptions are important determinants of schooling decisions, the latter in particular from the perspective of the mother. Boys' expectations predict the decision to enter college, but not to enter high school. While girls' own expectations do not predict either of the two educational decisions, mothers' expectations are particularly strong predictors of their daughters' decisions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2014.04.003 2339240:3IT8XCA8 2405685:96BZIDCP

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

Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya - Atuhurra, Julius F. (International Journal of Educational Development, 2016)
While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.008 2339240:G3NSWQKR 2405685:MBZJNJH3
Keywords: Community involvement; Educational policy; Learning achievement; Teacher effort

Improving School Performance through School Ranking: The Double-Edged Sword of Accountability - Atuhurra, Julius; Kaffenburger, Michelle (RISE Programme, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:K8SQNYUB 2405685:AN2ZBCLR 4656463:A4BQU8V8

System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries - Atuhurra, Julius; Kaffenburger, Michelle (RISE, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9K2DMMY4 2405685:52BLIQSF 4656463:46HTEL8B

Le numérique peut-il réinventer l’éducation de base en Afrique ? - Aubert, Amélie; Loiret, Pierre-Jean; d’Aiglepierre, Rohen; Lequentre, Erwan; Pedro, Francesc (The Conversation, 2017)
Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique.
Library Catalog: theconversation.com EdTechHub.ItemAlsoKnownAs: 2405685:VSWST6J7

From EdTech to PedTech: Changing the way we think about digital technology - Aubrey-Smith, Fiona; Twining, Peter (Routledge, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DAAZJ8QK 2405685:V3HSUXD8

Genetics problem solving in high school testing in Kenya: Effects of metacognitive prompting during testing - Aurah, Catherine M; Cassady, Jerrell Craig; McConnell, Tom John (Electronic Journal for Research in Science and Mathematics Education, 2014)
This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p < 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.
KerkoCite.ItemAlsoKnownAs: 2339240:G5AWLGH3 2405685:6QCF8TS7
Keywords: ⛔ No DOI found

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein & Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6337916 10.5281/zenodo.6337918 10.5281/zenodo.6338002 10.5281/zenodo.6338007 10.53832/edtechhub.0083 2339240:AZXVF44M 2339240:GZRZGRN7 2339240:MJPJVVCU 2405685:6QCZIQR2 2405685:D9VW8AI3 2405685:PWU63GQS 2405685:QAXG3NCJ 2405685:RKRPWPX5 2405685:VT5Z6XB6 2405685:YBG8MTTQ 2405685:ZDHGEBKD
Keywords: _r:AddedByZotZen

Australia-Indonesia for Pro-Poor Policy: the Knowledge Sector Initiative - Australian Agency for International Development (Australian Agency for International Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:XID676JJ 2405685:8IL3G32C

ACT Data Governance and Management Policy Framework - Australian Capital Territory Government (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UZXND9BQ 2405685:L7UVQZQZ

Narrowing the data gap - Australian Council for Educational Research (ACER) (ACER Data Visualisations, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NJCYBX84 2405685:WDGVZDQG

Supporting out-of-school girls and marginalised groups - Australian Council for Educational Research (ACER)
Supporting out-of-school girls and marginalised groups
KerkoCite.ItemAlsoKnownAs: 2405685:JWVXDZHG

Vietnam School Education Policy and Update - Australian Department of Education and Training (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:INJ3MIL2 2405685:XH6F35FA

Data Availability and Use - Australian Government Productivity Commission (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K27TZBX7 2405685:YIPJ56YY

What is Autism? - Autism Research Institute (Autism Research Institute)
Autism is a developmental disorder that appears within the first three years of life. Learn about symptoms, diagnosis, and treatment.
KerkoCite.ItemAlsoKnownAs: 2339240:NI9ZNWPV 2405685:Y4HUBTJ8
Keywords: ⛔ No INSPIRE recid found

Increasing Students’ Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges - Auvinen, Tapio; Hakulinen, Lasse; Malmi, Lauri (IEEE Transactions on Learning Technologies, 2015)
In online learning environments where automatic assessment is used, students often resort to harmful study practices such as procrastination and trial-and-error. In this paper, we study two teaching interventions that were designed to address these issues in a university-level computer science course. In the first intervention, we used achievement badges, a form of gamification, to reward students for submitting early, solving exercises with few iterations, and completing the exercises with full points. In the second intervention, we used heatmap visualizations that show a prediction of the student's success if he or she continues to behave in the same way, based on data from earlier courses. The results from a controlled experiment show that the heatmap visualizations had an impact on how early the students submitted their exercises and how many points they earned from them. We also observed that performance approach goal orientation correlated with an interest towards the achievement badges whereas performance avoidance correlated with an interest towards the visualizations. The results indicate that increasing students' awareness of their behavior can have a positive impact on their study practices and results. However, the same type of feedback may not suit all students because of individual differences.
Conference Name: IEEE Transactions on Learning Technologies shortDOI: 10/f7sgzz KerkoCite.ItemAlsoKnownAs: 10.1109/TLT.2015.2441718 10/f7sgzz 2405685:ILXJDYTP
Keywords: Adaptation models; Context; Data visualization; Education; Heating; Monitoring; Visualization; achievement badges; automatic assessment; computer aided instruction; computer science education; data visualisation; distance learning; educational courses; exercise solving; exercise submission; further education; gamification; goal orientation; heatmap visualization; human factors; online learning environment; performance avoidance; student awareness; student behavior; student reward; student study practice; student success prediction; teaching; teaching intervention; university-level computer science course

External Validity: The Next Step for Systematic Reviews? - Avellar, Sarah A.; Thomas, Jaime; Kleinman, Rebecca; Sama-Miller, Emily; Woodruff, Sara E.; Coughlin, Rebecca; Westbrook, T’Pring R. (Evaluation Review, 2017)
Background:Systematic reviews?which identify, assess, and summarize existing research?are usually designed to determine whether research shows that an intervention has evidence of effectiveness, rather than whether an intervention will work under different circumstances. The reviews typically focus on the internal validity of the research and do not consistently incorporate information on external validity into their conclusions.Objectives:In this article, we focus on how systematic reviews address external validity.Methods:We conducted a brief scan of 19 systematic reviews and a more in-depth examination of information presented in a systematic review of home visiting research.Results:We found that many reviews do not provide information on generalizability, such as statistical representativeness, but focus on factors likely to increase heterogeneity (e.g., numbers of studies or settings) and report on context. The latter may help users decide whether the research characteristics?such as sample demographics or settings?are similar to their own. However, we found that differences in reporting, such as which variables are included and how they are measured, make it difficult to summarize across studies or make basic determinations of sample characteristics, such as whether the majority of a sample was unemployed or married.Conclusion:Evaluation research and systematic reviews would benefit from reporting guidelines for external validity to ensure that key information is reported across studies.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0193841X16665199 2405685:BLIFN2QN
Keywords: external validity; systematic reviews

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

The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico - Avitabile, Ciro; de Hoyos, Rafael (Journal of Development Economics, 2018)
We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.07.008 2339240:92INVKXW 2405685:LTY77SXQ
Keywords: Gender; Information; School performance; Subjective expectations

In which countries do the most highly qualified and experienced teachers teach in the most difficult schools? - Avvisati, Francesco (OECD, 2018)
Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students.
KerkoCite.ItemAlsoKnownAs: 10.1787/3ef99aba-en 2405685:98ZJG6VS 4042040:UKW2VQZ3

Defining student engagement - Axelson, Rick D.; Flick, Arend (Change: The Magazine of Higher Learning, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4HS963IH 2405685:RSVBHYFA

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

E-learning in secondary Schools in Kenya: A Case of the NEPAD E-schools - Ayere, Mildred; Odera, F; Agak, John (Educational Research and Reviews, 2010)
The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD).
KerkoCite.ItemAlsoKnownAs: 2339240:2UFRZUA4 2405685:C5RVGKXP
Keywords: ⛔ No DOI found

Teaching linear algebra supported by GeoGebra visualization environment - Aytekin, Cahit; Kiymaz, Yasemin (Acta Didactica Napocensia, 2019)
Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period.
Publisher: Babes-Bolyai University, Kogainiceanu 1, Cluj-Napoca, 400084 Romania Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396823562?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.24193/adn.12.2.7 2339240:BJHHRSRN 2405685:SNEABJDN 2534378:G2ILAXW6 2534378:J8FUJBYM
Keywords: Algebra; Computer Software; Definitions; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Foreign Countries; Higher Education; Mathematics Instruction; Mathematics Teachers; Postsecondary Education; Preservice Teachers; Teaching Methods; Technology Uses in Education; Turkey; Visualization; __:import:01; __:match:final; __:matched; __:study_id:2099267; __finaldtb

Aprendo en línea | Ayuda Mineduc - Ayuda Mineduc
KerkoCite.ItemAlsoKnownAs: 2339240:PIPZKVK6 2405685:PWCFVQD5

How to manage distance learning for children with autism during the COVID-19 pandemic at Rumah Autis Depok, Indonesia? - Ayuningtyas, Fitria; Sevilla, Vinta; Uljanatunnisa, Uljanatunnisa (International Journal of Multicultural and Multireligious Understanding, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PA9YCH6A 2405685:VPK8C85K
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Annual Development Plan 2019/20 - Azad Government of the State of Jammu & Kashmir (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WY99ANEK 2405685:HBIUHQNK

Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates - Azevedo, J.P; Hasan, A; Goldemberg, D; Iqbal, S.A; Geven, K (World Bank, 2020)
Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates
KerkoCite.ItemAlsoKnownAs: 2405685:KPN9W5QY 2534379:7MIIRQSV

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

Learning poverty in the time of COVID-19: a crisis within a crisis - Azevedo, Joao Pedro (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8P9NGICG 2405685:MB7WWDGU

Learning Poverty: Measures and Simulations - Azevedo, João Pedro (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NEU568SV 2405685:KCVJ4N9Y

Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge - Azevedo, João Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William (World Bank Group, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R5NR9Z2A 2405685:QJ7JZA6T

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, João Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (The World Bank, 2020)
shortDOI: 10/ghgnf8 KerkoCite.ItemAlsoKnownAs: 10/ghgnf8 2405685:5YLXQ8AN

The State of Global Learning Poverty: 2022 Update - Azevedo, Joao Pedro; Rogers, Halsey; Ahlgren, Ellinore; Akmal, Maryam; Cloutier, Marie-Helene; Ding, Elaine; Raza, Ahmed; Ning Wong, Yi; Montoya, Silvia; Chakroun, Borhene; Chang, Gwang-Chol; Guerriero, Sonia; et al. (The World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTNZJFPM 2405685:I5JFXK3N

The State of the Global Education Crisis : A Path to Recovery - Azevedo, Joao Pedro; Wagner, De; Rogers, F. Halsey; Cloutier, Marie-Helene; Chakroun,, Borhene; Chang, Gwang-Chol; Mizunoya, Suguru (UNESCO, UNICEF, World Bank, 2021)
The State of the Global Education Crisis : A Path to Recovery (English)
KerkoCite.ItemAlsoKnownAs: 2339240:ZGAKLDEC 2405685:T4QB58CA

Introduction to Gilgit-Baltistan: Geographical, Cultural, and Historical overview – North Times - Aziz, Baqir (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8N7SV9F 2405685:CTXM6PDE

Learning Motivations, Learning Outcomes and Gender in Vietnam - Azubuike, Obiageri Bridget; Little, Angela W (2019)
This working paper uses the 2016-17 Young Lives school survey data in Vietnam to examine learning outcomes and learning motivations for boys and girls in Grade 10. It examines how differences in learning motivations impact on learning outcomes and future expectations, and also examines the determinants of these differences and their relationships with student’s background and prior learning attainment.
KerkoCite.ItemAlsoKnownAs: 2339240:WQ43I24R 2405685:CBI3IUSP

The Definition of Educational Technology. AECT Task Force on Definition and Terminology - B. Johnson, John; Myers, Dennis; H. Silber, Kenneth; Storm, Susan; Virgo, Ralph; J. Wallington, Clinton (Association for Educational Communications and Technology, 1126 16th Street, NW, Washington, DC 20036 ($10, 1977)
A total, systematic, integrative concept provides the framework for this definition of educational technology as a theory, a field, and a profession. The definition statement presents an historical perspective of attempts to define educational technology and a current theoretical framework for arriving at a definition. It also identifies the intellectual techniques and practical applications derived from the theoretical framework and describes the training and certification, the ethics and standards, the leadership, the association and communications, the acknowledgement as a profession, the concern of the profession, and the relationship to other professions that both derive from the theoretical framework and exist in the field today. An evaluation of the definition statement concludes this document by the AECT Task Force on Definition and Terminology; a list of references and a glossary of terms not defined within this definition statement are appended. (Author/BK)
KerkoCite.ItemAlsoKnownAs: 2339240:9QZQPRFM 2405685:T4AXSVWH
Keywords: Audiovisual Communications; Behavioral Sciences; Certification; Definitions; Educational History; Educational Methods; Educational Resources; Educational Technology; Educational Theories; Models; Professional Associations; Professional Occupations; Social Environment; Systems Approach

Inclusive educational transitions for refugees with disabilities: Intersectionality and the right to inclusive Education - Bacakova, Marketa (Perspectives on Transitions in Refugee Education, 2023)
The right to education belongs to the fundamental human rights. Its realisation builds the cornerstone for the exercise of other human rights, such as the right to vote, the right to free speech, or the right to work. Nonetheless, more than 260 million children and young people worldwide still lack access to education and 750 million adults remain illiterate (UNESCO 2018, 122). Despite global investments and initiatives such as the Sustainable Development Goals (SDGs), the inequalities prevail not only in the area of access to education. Diverse factors contribute to the failed goal of education for all, such as gender
KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctv32bm1gz.6 2339240:KEWY9GWM 2405685:ZGU6MCG8
Keywords: ⛔ No INSPIRE recid found

Informality, Consumption Taxes and Redistribution - Bachas, Pierre; Gadenne, Lucie; Jensen, Anders (2020)
Can taxes on consumption redistribute in developing countries? Contrary to consensus, we show that taxing consumption is progressive once we account for informal consumption. Using household expenditure surveys in 32 countries we proxy for informal consumption using the type of store where purchases occur. We find that the budget share spent in informal stores steeply declines with income, so that the effective tax rate of a broad consumption tax rises with income. Our findings imply that the widespread policy of exempting food from taxation cannot be justified on equity grounds in low-income-countries.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3637730 2339240:ANXIUGLU 2405685:KN5G2NGN 4656463:8HGZVI42
Keywords: Anders Jensen; Consumption Taxes and Redistribution; Informality; Lucie Gadenne; Pierre Bachas; SSRN

A Different Perspective on Poverty in Lao PDR: Multidimensional Poverty in Lao PDR for the Years 2002/2003 and 2007/2008 - Bader, Christoph; Bieri, Sabin; Wiesmann, Urs; Heinimann, Andreas (Social Indicators Research, 2016)
This paper presents an indicator for measuring multidimensional poverty in the Lao People’s Democratic Republic applying the Alkire–Foster methodology to the Lao Expenditure and Consumption Survey 2002/2003 and 2007/2008. We calculated a multidimensional poverty index (MPI) that includes three dimensions: education, health, and standard of living. Making use of the MPI’s decomposability, we analyse how much each of the different dimensions and its respective indicators contribute to the overall MPI. We find a marked reduction in the multidimensional poverty headcount ratio over the study period, regardless of how the indicators are weighted or how the deprivation and poverty cut-offs are set. This reduction is based on improvements regarding all indicators except cooking fuel and nutrition. We observe no significant reduction in the intensity of poverty, however; there are wide disparities between the country’s regions and between urban and rural areas. The proportion of poor people in rural areas is more than twice as high as that in urban areas. By complementing the traditional income-based poverty measure, we hope to provide useful information that can support knowledge-based decision-making for poverty alleviation.
10 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1007/s11205-015-0900-2 2339240:KGAXTTLC 2405685:X388VM4C
Keywords: LECS; Lao PDR; Multidimensional poverty; Poverty measurement; ⛔ No INSPIRE recid found

Covid-19 au Sénégal: Pour une continuité pédagogique, le ministère de l’Education lance « Apprendre à la maison » - Badiane, Seydou (Socialnetlink, le lien vers l'actu IT africaine et des startups)
En cette période de pandémie, plusieurs pays ont décidé de fermer les établissements scolaires. En conséquence, des millions d’élèves sont...
Library Catalog: www.socialnetlink.org KerkoCite.ItemAlsoKnownAs: 2339240:BKWYYDEG 2405685:FX7E7DU2

The latent digital divide and its drivers in e-learning among Bangladeshi students during the COVID-19 pandemic - Badiuzzaman, Md; Rafiquzzaman, Md; Rabby, Md Insiat Islam; Rahman, Mohammad Mustaneer (Information, 2021)
The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to Information Communication Technology (ICT), a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital divide exhibited during the COVID-19 pandemic while online learning activities are emphasised among students of Bangladesh. It also investigates the digital divide exposure and the significant underlying drivers of the divide. In order to accomplish this, a cross-sectional survey was employed to collect quantitative data, mixed with open-ended questions were utilised to gather qualitative information from the student community. The findings revealed that despite the majority of students having physical access to ICT, only 32.5% of students could attend online classes seamlessly. In total, 34.1% reported data prices as the critical barrier, while 39.8% identified poor network infrastructure as the significant barrier preventing them from participating in online learning activities. Although most students possess physical access to various devices and the Internet, they face the first-level digital divide due to the quality of access and price of cellular Internet. Consequently, they fail to take advantage of physical access, resulting in the third-level digital divide (utility gap), which submerges them into a digital divide cycle. The primary objective of this study is to explore the underlying issues of the digital divide among Bangladeshi students. This will assist relevant stakeholders (e.g., the Bangladesh government, educational institutions, and researchers) to gain necessary insights and theoretical understanding of underlying limitations and emergent directions to arrange adequate support for underprivileged students to undertake essential online learning activities.
Number: 8 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/info12080287 2339240:6S36DZH9 2405685:BTG5QS57
Keywords: COVID-19; digital divide; multi-level digital divide; online learning

“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - Baeyer, Sarah Lebaron Von (Ethnographic Praxis in Industry Conference Proceedings, 2017)
This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail to do due to the refugee camp model of humanitarian assistance that, ever since WWII, has dominated the approach to refugees. Second, as a result of its unique methodological approach, ReD uncovered important findings about social networks and technology use and access in Syrian refugees’ homes and communities that ultimately shaped the client's perspective on solution development. For example, ReD's team of ethnographers found that nearly all out-of-camp Syrian households had at least one Smartphone in their possession, if not two or more, and that digital devices served as important tools of communication and community-building among people displaced by conflict. Consequently, ReD advised its client to tap into these pre-existing social networks and mobile technologies in order to develop an education solution that best fit refugees’ “real-life” practices. Ultimately, both ReD's methods and its findings led to a significant impact in how the client strategized on and developed their education solution, and can serve as a broader model for how to approach building services and/or products for displaced populations with access to basic mobile technologies. “The Jordanian educational/policy response to refugees is broken and will not easily be fixed or tinkered with. Solutions must work around this system.” (Education expert and activist working with vulnerable youth and school dropouts in Jordan)
_eprint: https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/1559-8918.2017.01163 shortDOI: 10/ggtdgp KerkoCite.ItemAlsoKnownAs: 10.1111/1559-8918.2017.01163 10/ggtdgp 2339240:PSJ2UYDF 2405685:PHYHJPGI
Keywords: Google Scholar/ refugee education technology; RER theme_durable solutions

BAG - BAG Innovation Ltd (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ3HHEHB 2405685:V9GV6AZN

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

Radical inclusion means teaching children in a language they understand - Bah, Chernor (Brookings, 2022)
Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling.
KerkoCite.ItemAlsoKnownAs: 2339240:FND65Y2H 2405685:7G5GS3YN

Connected Society: The State of Mobile Internet Connectivity 2019 - Bahia, Kalvin; Suardi, Stefano (GSMA, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:T6WZDVKT

Preparing teacher education students to integrate mobile learning into elementary education - Bai, Hua (TechTrends, 2019)
The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.
Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N

Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China - Bai, Yu; Tang, Bin; Wang, Boya; Auden, Emma; Mandell, Blake (Stanford University, 2018)
Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.
KerkoCite.ItemAlsoKnownAs: 2339240:UVG9KSAI 2339240:ZLVS7CVZ 2405685:7L744UX5 2405685:HM587PSY
Keywords: Quality: H; Relevance: M; ⛔ No DOI found

Bridging Educational Gaps Watching TV at Home: The Impact of an Educational TV Show on Kenyan Children - Baier, Jasmin; Barasa, Laura; Bottan, Nicolas; Ghosh, Anushka; Millrine, Mark (SSRN, 2025)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.5022687 2405685:646WWAJT

Blended learning implementation guide 3.0 - Bailey, John; Duty, Lisa; Ellis, Scott; Martin, Nathan; Mohammed, Saro; Owens, Daniel; Rabbitt, Beth; Rodriguez, Luis; Schneider, Carri; Terman, Alex; Ark, Tom Vander; Wolfe, Jennifer (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:W22VTXPZ 2405685:JFTAJK3K
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria - Bailey, Rebecca; Raisch, Natasha; Temko, Sonya; Titus, Britt; Bautista, Jonah; Eniola, Tahirat Omolara; Jones, Stephanie M. (International Journal of Environmental Research and Public Health, 2021)
Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18147397 2339240:CDB54TJY 2405685:Z8ML2UVR

What the best college teachers do - Bain, Ken (Harvard University Press, 2004)
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential.
KerkoCite.ItemAlsoKnownAs: 2339240:FY2SQ77F 2405685:3MLXZDRQ

Improving Secondary School Teacher Quality in Sub-Saharan Africa - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (University of Bristol, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:CLHEDE9L
Keywords: C:sub-Saharan Africa

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

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

Bias in Online Classes: Evidence from a Field Experiment - Baker, Rachel; Dee, Thomas S.; Brent, Evans; John, June (Stanford Center for Education Policy Analysis, 2018)
The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males.
KerkoCite.ItemAlsoKnownAs: 2339240:V9WT2SZW 2405685:J42K6V4I

International experience of using E-learning during pandemics and military conflicts - Bakhmat, Nataliia; Krasnoshchok, Inna; Voron, Olha (E-Learning Innovations Journal, 2023)
The spread of the COVID-19 pandemic and certain military conflicts and wars in different regions have become recent critical conditions in the social development of humanity, which has led to the active spread of the electronic knowledge acquisition system. Therefore, the experience of studying the peculiarities of e-learning implementation during a pandemic and military conflicts has become relevant. The purpose of this study is to implement a comprehensive review and analysis of existing scientific works on the use of e-learning in crisis conditions. For this purpose, PubMed, Scopus, WebofScince were chosen as the main scientific and metric databases, and Ebsco and Sherpa Romeo were used as additional ones. The criteria for including the literature are based on relevance, relevance to the research topic, and the availability of a detailed methodology. In addition, the emphasis was placed on the works of less than 5 authors and publications written since 2014. Thus, based on these criteria, 62 items were selected for analysis. The analysis was based on thematic and comparative methods. The results characterize the dynamics of the emergence of scientific papers on e-education. It is determined that high rates of interest are present in 2020 and 2022 (both 27.42% of the total). It has also been found that modern countries use various electronic tools to adapt to the crisis: learning platforms, management systems, electronic communications, and electronic journals. The conclusions show that international experience shows that the global education system is adapting to the challenges. E-education has also proven to be effective during military conflicts, in particular the experience of Saudi Arabia, Syria, Ukraine and other countries, which indicates the widespread use of e-education elements.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.57125/ELIJ.2023.06.25.04 2339240:8JEGRCNI 2405685:4SHKS5W3
Keywords: critical conditions; development; electronic technologies; global educational system; war conditions

Digital technologies in the COVID-19 responses in sub-Saharan Africa: policies, problems and promises - Bakibinga-Gaswaga, Elizabeth; Bakibinga, Stella; Bakibinga, David Baxter Mutekanga; Bakibinga, Pauline (The Pan African Medical Journal, 2020)
The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.
KerkoCite.ItemAlsoKnownAs: 10.11604/pamj.supp.2020.35.2.23456 2339240:ADHCAM8A 2405685:4CW66YTH

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.
Google-Books-ID: uI3gtAEACAAJ EdTechHub.Copy: 2129771:ZBKEAZHR KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97

Cost Effectiveness of Interactive Radio Instruction Program Karnataka: Basic and Program Cost Effectiveness - Bakshi, Shubhashansha (eSocialSciences, 2011)
The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx].
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:L8345RND 2405685:ESR8WZQI
Keywords: Attendance; CEA; Central Tendency; Cost Effectiveness; Enrolment; Interactive Radio Instruction Program; Karnataka; Qualitative analysis; Research; Teachers; cohort of treatment; data; outcomes; qualitative behaviour; school; villages

Culturally responsive multimedia tool framework for dyslexic children in Malaysia: A preliminary study - Balakrishnan, Balamuralithara; Chong, Hor Beng; Idris, Muhamad Zaffwan; Othman, Ahmad Nizam; Wong, Muhammad Fadhil; Azman, Mohamed Nor Azhari (Geografia, 2016)
Publisher: Universiti Kebangsaan Malaysia KerkoCite.ItemAlsoKnownAs: 2339240:JVALVJZ8 2405685:YNRTU42U
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2405685:RTNHA8JP 2486141:GRQZTIKQ

Reimagining digital literacies from a feminist perspective in a postcolonial context - Bali, Maha (Media and Communication, 2019)
Publisher: PRT shortDOI: 10/ghd7tr KerkoCite.ItemAlsoKnownAs: 10.17645/mac.v7i2.1935 10/ghd7tr 2129771:YNKMTYRY 2405685:WRQ65HUV 2486141:KHXAW3EG

Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years - Ball, Jessica (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:N6QQYUVI 4042040:8UDVVC6X
Keywords: ⛔ No DOI found

The Teacher's Soul and the Terrors of Performativity - Ball, Stephen (Journal of Education Policy, 2010)
This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.
KerkoCite.ItemAlsoKnownAs: 10.1080/0268093022000043065 2339240:XZ27I8QP 2405685:YS73W7I6

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.
ZenodoArchiveID: 5652066 previousZenodoArchiveID: 3885606 previousshortDOI: 10/ghgnfw previousDOI: 10.5281/zenodo.3885606 EdTechHub.Copy: 2129771:VAP9K6BW EdTechHub.Copy: 2129771:VAP9K6BW shortDOI: 10/ghgnfw KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10.53832/edtechhub.0026 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:IDL75DHT 2405685:WMUEC2ZV 2405685:Z2VNN7ER
Keywords: F: Helpdesk response; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Pakistan: A Rapid Scan - Baloch, Imdad; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
ZenodoArchiveID: 5652137 previousDOI: 10.5281/zenodo.3911655 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911655 10.5281/zenodo.3911655 10.53832/edtechhub.0035 2339240:6WTP2GZS 2339240:WU54X4PB 2405685:89ZSBKU4 2405685:FIQDEKCI 2405685:S4IE8XC8 2405685:V88HMUZ2
Keywords: C:Pakistan; F: Country scan; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Introduction To Mixed Methods In Impact Evaluation - Bamberger, M. (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:VR8UU3JQ 2405685:MTREI8RF

Using mixed methods in monitoring and evaluation: experiences from international development - Bamberger, Michael; Rao, Vijayendra; Woolcock, Michael (SAGE handbook of mixed methods in social & behavioral research, 2010)
KerkoCite.ItemAlsoKnownAs: 10.4135/9781506335193.n24 2339240:5MW89JI8 2405685:BVIE6VGI

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

Mother Tongue Education: The West African Experience - Bamgbose, Ayo (Hodder and Stoughton Ltd, 1976)
In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas mentioned. Ghana's report covers the second area. The last two reports, from Nigeria, fall into the third category. Finally, two projects are described: the Six-Year Primary Project on the use of a major language as a medium of instruction and the Rivers Readers Project on the introduction of smaller languages into the formal school system. (Author/AM)
KerkoCite.ItemAlsoKnownAs: 2405685:ZZ97PBUU 4042040:G8B7QARM
Keywords: African Culture; African Languages; Bilingual Education; Educational Planning; French; Igbo; Language Planning; Language of Instruction; Mandingo; Mende; Multilingualism; Native Speakers; Portuguese; Regional Dialects; Sociolinguistics; Susu; Uncommonly Taught Languages; Wolof; Yoruba

Instructional systems. - Banathy, Bela H. (1968)
Publisher: ERIC zotzenLib.CopiedFrom: 2339240:8AAIBUU3 KerkoCite.ItemAlsoKnownAs: 2339240:8AAIBUU3 2405685:XMV2DZ4N
Keywords: ⛔ No DOI found

Systems Design of Education: A Journey to Create the Future - Banathy, Bela H. (Educational Technology, 1991)
Google-Books-ID: ErvzcDYDcrwC KerkoCite.ItemAlsoKnownAs: 2339240:4KFHPMRZ 2339240:H5UIS8GA 2405685:7HLPG42D
Keywords: Education / General

Systems inquiry in education - Banathy, Bela H. (Systems Practice, 1988)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF01059858 2339240:D2WTBX6K 2405685:5GM69NMN

The Systems Approach - Banathy, Bela H. (The Modern Language Journal, 1967)
Publisher: [National Federation of Modern Language Teachers Associations, Wiley] zotzenLib.CopiedFrom: 2339240:FPLEMUK5 KerkoCite.ItemAlsoKnownAs: 10.2307/323431 2339240:FPLEMUK5 2405685:N8AUEH6R

Systems inquiry and its application in education - Banathy, Bela H.; Jenlink, Patrick M. (Handbook of research for educational communications and technology, 2003)
Publisher: Lawrence Erlbaum Associates Mahwah, NJ KerkoCite.ItemAlsoKnownAs: 2339240:GTLEBVZ3 2405685:IC5RVDXF
Keywords: ⛔ No DOI found

Pocket Book on Bangladesh Education Statistics 2017 - BANBEIS (Bangladesh Bureau of Education Information and Statistics, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHXMREZX 2405685:7BICVCRT

Empowering Adolescent Girls: Evidence from a Randomized Control Trial in Uganda - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (World Bank, 2012)
Nearly 60% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The randomized control trial tracks 4 800 girls over two years. We …nd the programme signi…cantly improves HIV and pregnancy related knowledge, as well as corresponding risky behaviors: among those sexually active, self-reported routine condom usage increases by 50%. Furthermore, from a baseline of 21%, there is the near elimination of girls reporting having recently had sex unwillingly. On outcomes related to vocational training, the intervention raised the likelihood of girls being engaged in income generating activities by 35%, mainly driven by increased participation in self-employment. The …ndings suggest combined interventions might be more e¤ective among adolescent girls than single-pronged interventions aiming to change risky behaviors solely through related education programmes, or to improve labor market outcomes solely through vocational training.
KerkoCite.ItemAlsoKnownAs: 10.1596/25529 2339240:QLSZVP97 2405685:XLMCMUMT 4656463:6HBDA7WI

Women's empowerment in action: Evidence from a randomized control trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2020)
We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170416 2339240:BW3HX5HC 2405685:ZQIFS8C9 4656463:WCISNIER
Keywords: Child Care; Children; Domestic Abuse; Fertility; Education and Economic Development; Marriage; Family Planning; Family Structure; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Marital Dissolution; Migration; Non-labor Discrimination; Labor Demand; Human Capital; Occupational Choice; Skills; Youth; Economics of Gender

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (World Bank, 2018)
We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24.
shortDOI: 10/ghgngq KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8760 10.1596/31219 10/ghgngn 10/ghgngq 2339240:P9QQ2FKF 2405685:2TEE6A8C 2405685:BA7ISGH3
Keywords: ___working_potential_duplicate

Books or laptops? The effect of shifting from printed to digital delivery of educational content on learning - Bando, Rosangela; Gallego, Francisco; Gertler, Paul; Fonseca, Dario Romero (Economics of Education Review, 2017)
Information and communication technologies can be used for educational purposes, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras. We show that at the end of one school year, we fail to reject that there were no differences between laptop and textbook provision on mathematics and Spanish test scores and in non-academic outcomes related to coding and verbal fluency.
shortDOI: 10/gct74h KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2017.07.005 10/gct74h 2405685:F56XXH53
Keywords: Computers; E-learning; Education; RCT; Technology; Textbooks

Self-efficacy beliefs as shapers of children's aspirations and career trajectories - Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta (Child Development, 2001)
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8624.00273 2339240:4UDXH9PX 2405685:4S7USBZC

Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India - Bandyopadhyay, Alankar (University of Maryland, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:B3L4QKW6 2405685:75QWBXX7

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Banerjee, A; Banerji, R; Andrabi, T; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Saavedra, J; Yoshikawa, H; Ruto, S; Schmelkes, S (World Bank Group, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2BGTWZKU 2339240:X7GEK8EA 2405685:9X68BZ9M 2405685:J3TLG7EN 2405685:XW55C644

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

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India - Banerjee, Abhijit V; Banerji, Rukmini; Duflo, Esther; Glennerster, Rachel; Khemani, Stuti (American Economic Journal: Economic Policy, 2010)
Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)
KerkoCite.ItemAlsoKnownAs: 10.1257/pol.2.1.1 2339240:I9GC9MIA 2339240:SHAS8VPC 2405685:6DRYV3BJ 2405685:VZFH9VKJ
Keywords: ___working_potential_duplicate

Remedying education: Evidence from two randomized experiments in India - Banerjee, Abhijit V.; Cole, Shawn; Duflo, Esther; Linden, Leigh (Quarterly Journal of Economics, 2007)
Abstract. This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to
Publisher: Oxford Academic shortDOI: 10/czpd95 KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.122.3.1235 10/czpd95 2339240:747NT3J4 2339240:EPHYLBXE 2339240:IKGAU9RR 2339240:NGLYN2VC 2339240:S5D4XKYR 2339240:WMMDCE36 2405685:3MGJJXVG 2405685:523DCQ9L 2405685:6BPFCDM4 2405685:AN44K8QN 2405685:BU8WS9PN 2405685:D6J5WDVQ 2405685:ENTM94YW 2405685:T9KGTUK4 2534379:PEF997EE
Keywords: Quality: H; Relevance: M; ___working_potential_duplicate

Putting a band-aid on a corpse: Incentives for nurses in the Indian public health care system - Banerjee, Abhijit V.; Glennerster, Rachel; Duflo, Esther (Journal of the European Economic Association, 2008)
The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective.
KerkoCite.ItemAlsoKnownAs: 10.1162/JEEA.2008.6.2-3.487 2339240:CLM2U2YT 2339240:YGTUCIRS 2405685:L4UGI8BT 2405685:MYJMRV9F 4656463:38AY7FGI 4656463:FF98U3AQ

From proof of concept to scalable policies: Challenges and solutions, with an application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
zotzenLib.CopiedFrom: 2339240:8EQYM6DE KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 2339240:8EQYM6DE 2405685:QMPVWQMF

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

The Rising Rate of Women Participating in Vietnam’s Labor Force - Banerji, Angana; Gjonbalaj, Albe; Hlatshwayo, Sandile; Le, Anh Van (Finance and Development Magazine, 2018)
Vietnam’s high female labor force participation rate outstrips the best performers among advanced Western economies.
KerkoCite.ItemAlsoKnownAs: 2339240:U8C4DJDM 2405685:HRP5SXQX

India’s public edtech broadcast system DIKSHA has a private bottleneck - Banerji, Olina (The Ken, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8VZS43UH 2405685:KYKN689Y

Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program - Banerji, Rukmini; Chavan, Madhav (Journal of Educational Change, 2016)
Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-016-9285-5 2339240:6F6UMYHI 2405685:NAFYVSTY

Using Information Communication Technologies (ICT) to Implement Universal Design for Learning (UDL) - Banes, David; Hayes, Anne; Kurz, Christopher; Kulshalnagar, Raja (University Research Co., LLC, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QM93JBAC 2405685:QDLCLTE4

Using information communications technologies (ICT) to implement universal design for learning - Banes, David; Hayes, Anne; Kurz, Christopher; Kushalnagar, Raja (USAID, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:UPJYRCHC 2405685:HNQV5VIQ 2405685:LDR4KKFM

Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning - Bang, Hee Jin; Li, Linlin; Flynn, Kylie (Early Childhood Education Journal, 2023)
This study investigates whether using My Math Academy, which provides personalized content and adaptive embedded assessments to support existing curricula, can improve learning outcomes and engagement for kindergarten and first grade students (N = 505 treatment, 481 control). Findings indicate that students using My Math Academy made significant learning gains in math relative to children who did not. More skills mastered in My Math Academy was associated with greater learning gains on the external assessment, with the greatest impacts among students with lower levels of math knowledge, where there was more room for growth and on the most difficult skills. Teachers surveyed found My Math Academy easy to use in their classrooms and recognized it as a valuable learning resource that supplemented their existing curricula to improve students’ engagement, motivation, and confidence in learning math.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-022-01332-3 2339240:ACCHG7IU 2405685:WT3YZ6CJ
Keywords: Adaptive instructional systems; Early childhood education; Game-based learning; Math learning; Personalized learning

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

Lots of snakes but where are the ladders? Building environment-smart learning friendly schools responsive to extreme weather - Bangay, Colin (The Education and Development Forum (UKFIET), 2024)
Anyone who has ever been in a concrete-walled, corrugated iron-rooved building in the heat of the dry season or experienced the noise of a tropical rainstorm will appreciate how this can impact on…
KerkoCite.ItemAlsoKnownAs: 2339240:FW4QK7NI 2405685:BIVES25H

Researchers ask questions and policymakers want answers: How can both do better? - Bangay, Colin; Little, Angela (HEART, 2015)
In a recent meeting between DFID advisers and Young Lives researchers, we asked the question: ‘Who is this research for?’ Although there was collective agreement on the value of evidence that can drive change and make a difference to children’s lives, it was also clear there were tensions between the drivers and approaches of the... Read more
KerkoCite.ItemAlsoKnownAs: 2339240:X83WNVCL 2405685:3URFSMBL

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

Progotir Pathey, Bangladesh Multiple Indicator Cluster Survey 2019, Survey Findings Report - Bangladesh Bureau of Statistics (BBS); UNICEF Bangladesh (Bangladesh Bureau of Statistics (BBS), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GI5823C2 2339240:N5JK4A3G 2405685:2RPSQCKH 2405685:78ADZUUD

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

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

Developing a Quantitative Data Analysis Plan - Banks, Emily; Paige, Ellie; Mather, Tanya (Australian National University, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:XHJFCBTZ 2405685:7KGBUJMK

Go Girls Connect! - The Bantwana Initiative of World Education Inc., - Bantwana World Education Initiative (Bantwana)
Go Girls Connect! is an innovative program leveraging mobile technology to empower girls to advocate for their human rights.
Library Catalog: bantwana.org KerkoCite.ItemAlsoKnownAs: 2405685:NL3ZDCNA 2405685:NT9D8XCQ

Implementing DREAMS Programming in Malawi - Bantwana World Education Initiative (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:CNBT7I8Y

Siyakha Girls Economic Empowerment Initiative - Bantwana World Education Initiative
Bantwana’s Siyakha Girls model is designed to strengthen the economic resilience of vulnerable adolescent girls and young women (AGYW).
KerkoCite.ItemAlsoKnownAs: 2339240:X2KQJSCM 2405685:LW4HWBKC

Siyakha Girls Pilot - Bantwana - Bantwana World Education Initiative
KerkoCite.ItemAlsoKnownAs: 2339240:VPTEQLRW 2405685:NPUNENWY

The centrality of peer interaction in technology-supported personalized learning - Bapna, Akanksha
KerkoCite.ItemAlsoKnownAs: 2339240:RSNP27E9 2405685:DY7LGDRI

Designing for scale: Learnings from a design-based research study of a technology-based personalised learning mathematics platform - Bapna, Akanksha; Myers, Christina; Sharma, Namrata (2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7100019 ZenodoArchiveConcept: 7100018 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7100019 2405685:NUAAR9IR
Keywords: _r:AddedByZotZen

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

17 EdTech Frameworks and Who Needs to Know Them - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam; Wilson, Susan Nicolai, Christina Myers, Arnaldo Pellini, Namrata Sharma and Sam, Akanksha Bapna (EdTech Hub, 2021)
17 EdTech frameworks that provide a valuable bridge between theory and practice. EdTech resources for policy-makers, educational institutions, teachers and multi-stakeholders.
KerkoCite.ItemAlsoKnownAs: 2339240:ZT8D763J 2405685:9TG8YM2I

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)
EdTechHub.Copy: 2129771:N54R9A2V KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH

A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration - Barahona, Malba; Davin, Kristin J. (Profile Issues in Teachers` Professional Development, 2021)
Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV

Shupavu291 Helping Candidates Fulfill Academic Ambitions - Baraka, Peter (Eneza Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NDBFXWPN 2405685:7M8752QV

Projetos de inclusão digital na educação em Angola: avanços e recuos - Barbante, Cesário José Sanajmbo (Revista Brasileira de Estudos Africanos, 2021)
The inclusion of technology in education in Angola marks yet another moment of transition in the Education and Teaching System, with the integration of new digital tools that have provided a new use, new learning and management standards for administrative processes. The study presented in this document aims to reflect on the digital inclusion initiatives in education in Angola, mainly in basic education. Contextualized in the domain of the inclusion of information and communication technologies in Angolan schools and focused, in particular, on existing projects, this study is part of an empirical approach of a qualitative nature, assuming a descriptive investigation. In comparative terms, the Escola Meu Kamba Project was the most solid, due to the fact that it had direct financial coverage from the State; the ProFuturo Project was the most innovative when using mobile and tactile devices, in addition to having an alternative power supply to the public network; and, finally, the E-Net project was the one that had contributed the most to Internet access by the school community. On the other hand, there are regrets about the discontinuities of both projects.
Number: 11 KerkoCite.ItemAlsoKnownAs: 10.22456/2448-3923.104401 2339240:ZSR8MEIA 2405685:HDMKHXTG
Keywords: Ensino de base.; inclusão digital na educação; projetos tecnológicos

The Good News From Pakistan - Barber, Michael (Reform, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:K28XC5MN 2405685:WBFPYM6D
Keywords: ⛔ No DOI found

Deliverology 101: A Field Guide For Educational Leaders - Barber, Michael; Moffit, Andy; Kihn, Paul (Corwin Press, 2011)
'Michael Barber's pioneering work as head of my Delivery Unit helped ensure real progress, not just with our education reforms, but with healthcare and policing too. It attracted worldwide attention. This guide distils the wisdom he gained at that time and has refined since. I strongly recommend it.' - Tony Blair, Former UK Prime Minister 1997-2007A step-by-step approach to delivering resultsMichael Barber, former chief advisor on delivery to British Prime Minister Tony Blair, and his colleagues Andy Moffit and Paul Kihn thoroughly describe Barber's proven reform delivery processes in this practical field guide. The timing is ideal, as Barack Obama's administration prioritizes education reform. Citing education reform case studies from more than 20 countries, the authors assert that most previous reforms were unsuccessful due to failed implementation. This book focuses on how to accomplish meaningful results, including:- Significant and ongoing education reform- Excellence and equity across public educationThe authors illustrate a field-tested program that ensures reform is achieved in the most profound sense, with students able to see, feel, and reap the benefits of a high-quality education. It is based not only on the experience of the Blair administration but also on case studies of successful implementation of reform in the U.S. and elsewhere.Listen as Barber describes the importance of the book:
Google-Books-ID: xABno3Uy4QEC KerkoCite.ItemAlsoKnownAs: 2339240:489PXSCK 2405685:VPHVU2TK
Keywords: Education / Decision-Making & Problem Solving; Education / Leadership

Understanding Pandemic Pedagogy: Differences between emergency remote, remote, and online teaching - Barbour, Michael K.; LaBonte, Randy; Hodges, Charles B. (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VHRKMHGC 2405685:3HXBBE3J

Elements Shaping the South African Education System of the Future - Barends, Heidi (2019)
The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system? To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities. This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3370973 2129771:SRHYMTCJ 2405685:P5HYT2GH
Keywords: Actor Diagram; Basic Education; CLD; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education System; Systems Approach; _C:China CHN; _C:Germany DEU; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1; _not_EdTechHub; _zenodoOTHER

Elements Shaping the South African Education System of the Future [poster] - Barends, Heidi (2019)
A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595240 2129771:FSCTULII 2405685:77J8XQBA
Keywords: Basic Education; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System; _not_EdTechHub; _zenodoOTHER

Elements Shaping the South African Education System of the Future [presentation] - Barends, Heidi (2019)
A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595232 2129771:4BH928RM 2405685:HSWKSDPH
Keywords: Actor Diagram; Basic Education; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System; Systems Approach; _not_EdTechHub; _zenodoOTHER