Remote professional development: Rapid Evidence Assessment - Education Endowment Foundation (Education Endowment Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9Z2E8WGM 2405685:PSHGMLJ5

Teaching and Learning Toolkit - Education Endowment Foundation (2020)
An accessible summary of the international evidence on teaching 5-16 year-olds
Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV
Keywords: C:England

Tuned in to Student Success: Assessing the Impact of IRI - Education Development Center, Inc. (2009)
This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.
KerkoCite.ItemAlsoKnownAs: 2339240:RXJXAI35 2405685:JCHFPDXZ

Zambia QUESTT IRI - Education Development Center, Inc. (Airbel Impact Lab, 2020)
As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.
KerkoCite.ItemAlsoKnownAs: 2339240:53AKZDX7 2405685:R6B69K5W

Somalia Interactive Radio Instruction Program - Education Development Center (EDC) (2020)
The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society.
KerkoCite.ItemAlsoKnownAs: 2339240:DHLUF4HU 2339240:JLI4JBIF 2405685:DEYIMTWC 2405685:GXF6PCDZ
Keywords: ⛔ No DOI found

Advancing Youth Project: Interactive Audio Instruction Program in Liberia - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:A5DU5UUV 2405685:GP68D93N

Audio Now!: Responding to COVID-19 - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q5CZT734 2405685:UFMKDU84 Q5CZT734

Basa Pilipinas | EDC - Education Development Center
KerkoCite.ItemAlsoKnownAs: 2405685:GZQF7587

Learning at Home in Times of Crisis Using Radio - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR

Learning in the Time of Ebola - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4XGCPT9M 2405685:5RLGRBT3

Radio Instruction to Strengthen Education and Zanzibar Teacher Upgrading by Radio: Post Project Evaluation - Education Development Center (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:JURP6FM4 2405685:L5ZIDJJB

Gilgit-Balitstan Education Strategy 2015-2030 - Education Department Gilgit-Baltistan (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YCSMH4HH 2405685:US3T2YSD

Commission Chair Gordon Brown’s keynote at the Education Disrupted, Education Reimagined WISE Summit - Education Commission (Education Commission, 2020)
It’s a real pleasure to speak to the WISE conference – to thank the Salzburg Global Seminar and WISE, particularly Sheikha Moza for organizing this, and to say that I thought that the initial remarks that we had from Asmaa and from Stavros were inspirational...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2339240:ZCR786D4 2405685:LU9L9WIL

Transforming the Education Workforce: Learning Teams for a Learning Generation - Education Commission (Education Commission, 2019)
The Education Commission's vision to strengthen, diversify, and transform the education workforce to deliver inclusive, quality education for all.
KerkoCite.ItemAlsoKnownAs: 2339240:HFEU63QF 2339240:KAFI2DU8 2339240:Y46JESVZ 2405685:7JBG673D 2405685:AG66GV8B 2405685:J99WFZ9L 2405685:MF5UMTVS 2405685:PBVSSI2T 2405685:RZINF2DS 2534378:UMCUKS9F
Keywords: C: International; ___working_potential_duplicate

Accelerated Education Programming - Educate a Child (2016)
Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZH9EV95S 2405685:X6T6UE7Y

Educate! | Preparing youth in Africa with the skills to succeed in today’s economy. - Educate! (Educate! | Preparing youth in Africa with the skills to succeed in today’s economy.)
Educate! prepares youth in Africa with the skills to succeed in today’s economy. We tackle youth unemployment by partnering with schools and governments to reform what schools teach and how they teach it, so that students in Africa have the skills to start businesses, get jobs, and drive development
KerkoCite.ItemAlsoKnownAs: 2339240:GF5BAZGM 2339240:TX7NXF83 2405685:2V63UV4Z 2405685:ES4W3GNW

Impact Evaluation Results - Educate!
KerkoCite.ItemAlsoKnownAs: 2405685:L3VHUYZC

Monitoring & Evaluation Approach — Educate! | Preparing youth in Africa with the skills to succeed in today’s economy. - Educate!
KerkoCite.ItemAlsoKnownAs: 2339240:PX4NZUXT 2405685:D9YY24B9

Out-of-School Youth Solutions — Educate! | Preparing youth in Africa with the skills to succeed in today’s economy. - Educate!
KerkoCite.ItemAlsoKnownAs: 2339240:456IG4CW 2405685:RRW552H4

EdTech Tulna Evaluation Centre - EdTech Tulna
KerkoCite.ItemAlsoKnownAs: 2339240:JMTGY6Q5 2405685:EW42ECIJ

EdTech Tulna Standards - EdTech Tulna (2020)
The EdTech Tulna standards define a set of expectations for the design of EdTech products
KerkoCite.ItemAlsoKnownAs: 2339240:578BVEVC 2405685:TZ2LIWKC

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T

EdTechTools Relaunched with TVET Resources - EdTech Hub; Generation Unlimited (EdTech Hub, 2021)
EdTechHub, Generation Unlimited (GenU), UNESCO and UNESCO-UNEVOC have joined forces to relaunch EdTechTools (formerly the Tools Database): a global repository of education technology tools and platforms designed to help decision makers at all levels in the global education and training community find resources that facilitate and support remote learning. More than a year after the world experienced an education disruption…
KerkoCite.ItemAlsoKnownAs: 2405685:HNAI38V8
Keywords: _EdTechHub_Output

The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 10.5281/zenodo.6504993 10.53832/edtechhub.0055 2405685:HT8ZGKAB 2405685:QAH4K4D6 2405685:SE5JPCX2
Keywords: HLR3; _r:AddedByZotZen

Developing a teacher-focused theory of change for technology-enhanced teaching and learning - EdTech Hub Team (2021)
Internal Brief
KerkoCite.ItemAlsoKnownAs: 2405685:2SL6PDSS

EdTech Hub Quarterly Report October to December 2020 - EdTech Hub Team (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5X7TAC2B 2405685:5X7TAC2B;10.5281/zenodo.4354796

Engaging in Pakistan’s EdTech Ecosystem: A strategy for UNICEF's engagement in the technology-facilitated learning arena in Pakistan - EdTech Hub Team (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6477003 10.53832/edtechhub.0092 2405685:G3WPBFNZ
Keywords: _r:AddedByZotZen

Les Technologies De L’enseignement Et Le Covid-19 - 10 Choses À Savoir - EdTech Hub Team (2021)
ZenodoArchiveID: 4709702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709702 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Pakistan Landscape Analysis Inception Report: UNICEF Inception Report - EdTech Hub Team (EdTech Hub, 2022)
Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how both low- and high-tech learning modalities can be scaled to improve access to and the quality of learning for all Pakistan’s children and adolescents, including the most marginalised. This strategy will be underpinned by a rigorous review of the technology-enhanced learning landscape in Pakistan. EdTech Hub has supported governments and development partners globally to research, design, implement, and evaluate EdTech-related programmes to support education service delivery both during school closures and since reopenings have commenced. EdTech Hub will support UNICEF to undertake the aforementioned landscape review, focused specifically on EdTech tools that are being used for student learning in Pakistan. EdTech Hub will then collaborate with UNICEF to develop a strategy for UNICEF’s engagement in the technology-facilitated learning arena. This inception report sets out the scope of work for this partnership. The remainder of the report contains the following sections. Keywords:marginalised learners; EdTech tools; Pakistan; UNICEF; inception report; MoFEPT An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5032936 10.5281/zenodo.5142392 10.53832/edtechhub.0094 2405685:G9DHSZ57 2405685:HL6BNMQZ
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Summary Brief: Problem Analysis and Focus of EdTech Hub’s Work - EdTech Hub Team (EdTech Hub, 2021)
ZenodoArchiveID: 4612141 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4612141 2339240:M4WB4UIZ 2405685:GNY5ZSWM
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها - EdTech Hub Team (2021)
ZenodoArchiveID: 4709700 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709700 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

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

Cost-effective EdTech Paper 3: Internal Guidance Note - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7324136 ZenodoArchiveConcept: 7324135 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7324136 10.53832/edtechhub.0153 2405685:GIG4SXEC
Keywords: _r:AddedByZotZen

Cost-Effective Technology Approaches to Improve Education Outcomes for Girls: Learning from 41 Girls’ Education Challenge projects - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596887 ZenodoArchiveConcept: 5596886 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0060 2405685:8ZWX2JI5

Designing for Scale: Understanding design principles and learning process for a personalised learning platform in Kenya - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596448 ZenodoArchiveConcept: 5596447 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0053 2405685:27K3U5W4

Digital Personalised Learning to Improve Numeracy Outcomes in Kenyan Primary School Classrooms - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596872 ZenodoArchiveConcept: 5596871 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0054 2405685:4N5VUGJG

EdTech companies in Sub-Saharan Africa - EdTech Hub (Airtable, 2020)
Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.
KerkoCite.ItemAlsoKnownAs: 2339240:J7JR8C2K 2405685:64SY5VBN

EdTech Hub Rapid Scans - EdTech Hub
KerkoCite.ItemAlsoKnownAs: 2339240:PJ3723SV 2405685:3SDUBZRG

EdTech Hub: Resources from other organisations - EdTech Hub (EdTech Hub, 2020)
Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707760 2339240:6Q943EP5 2405685:Y76SNV85
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Interventions Database - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3P7HKD8E 2405685:38GA4ZAF

EdTech Systems Research - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596889 ZenodoArchiveConcept: 5596888 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0061 2405685:MDEEA895

Education system management / EMIS / education data – EdTechTools - EdTech Hub
KerkoCite.ItemAlsoKnownAs: 2339240:7HF4AHXE 2405685:7STESA5R

Education system management / EMIS / education data – EdTechTools - EdTech Hub (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YGEJ34XE 2405685:GTJ3R8F6 4656463:ZZTLJD2P

Focus country: Bangladesh - EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R62Y25DW 2405685:IFIR3QC9

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:Y22H6PQD
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Optimising Messaging to Promote Returns to School in Ghana for Marginalised Learners - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596883 ZenodoArchiveConcept: 5596882 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0058 2405685:DMVKGJWQ

Our Strategy, Part 1: Empowering decision-makers with evidence to improve learning for all - EdTech Hub (EdTech Hub, 2022)
For the last five months, EdTech Hub has been exploring and refining our strategy for advancing evidence in EdTech for low- and middle-income countries. We invite you to explore our thinking for how we will carry out this mission within our context and in partnership with the global EdTech community. Verna Lalbeharie, Executive Director Acknowledgements Thank you to all of…
KerkoCite.ItemAlsoKnownAs: 2339240:AMV4DLSG 2339240:VADKXL3E 2405685:5ZYSLE8K 2405685:TLLYS3BK

Our Strategy, Part 2: Deep dive into our approach, focus countries, and theory of change - EdTech Hub (EdTech Hub, 2022)
In Part 2 of our strategy, we go deeper into EdTech Hub’s integrated approach to how we work, where we work, and how that comes together with our topics to inform our theory of change. Verna Lalbeharie, Executive Director The EdTech Hub integrated approach We do research because it is imperative to build deep quantitative and qualitative insight regarding how…
KerkoCite.ItemAlsoKnownAs: 2339240:7DMT34XG 2339240:TFZQRG6B 2405685:8AMLEXFH 2405685:TFAGI64Q

Research - EdTech Hub (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S7VNMT74 2405685:SGN72ZXM

Results – Rapid Scans – The EdTech Hub - EdTech Hub (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4MLKCQH6 2405685:M78IF9TS 4656463:IAPZ4MLA

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7019219 ZenodoArchiveConcept: 7019218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7019219 10.53832/edtechhub.0108 2339240:LNQBY8R8 2405685:49ZFP7UN 2405685:MP7LCGPN
Keywords: _r:AddedByZotZen

The Impact of a Tech-Supported, School-Based TCPD Model on Learning Outcomes in Tanzania - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596877 ZenodoArchiveConcept: 5596876 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0056 2405685:PFMSZZ8N

Using laptops to distribute video sign language lessons to deaf children in Pakistan - EdTech Hub
We tested different EdTech interventions to find out which ones would be most suitable for providing distance learning for deaf children.
KerkoCite.ItemAlsoKnownAs: 2339240:W5IM27KA 2405685:PMP2QQJV

Value for Money Policy and Procedure - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ

Innovation Ecosystem Knowledge Pack - EdTech Core Team; Applebaum, Hallie Rocklin (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:XQZHPSRK

Aprender a Ler (Learn to Read) - EdTech Center @ World Education (EdTech Center @ World Education)
From 2012-2016, World Education, Inc. implemented the USAID|Aprender a Ler (Learn to Read) program in the northern provinces of Nampula and Zambézia in Mozambique. With the goal of improving early grade reading outcomes for students in grades 1-3, WEI used technology via radios and smartphones as a critical companion to training, coaching, and overall school-community support …
Library Catalog: edtech.worlded.org KerkoCite.ItemAlsoKnownAs: 2405685:NE5TEL25

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C

Edo State Universal Basic Education Board – Education for all! - EdoBEST (2020)
Library Catalog: subeb.edostate.gov.ng KerkoCite.ItemAlsoKnownAs: 2405685:VRER57XS

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

Edify | Liberia - Edify (Edify, 2020)
Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.
Library Catalog: www.edify.org KerkoCite.ItemAlsoKnownAs: 2339240:AGTSY5V3 2405685:67383EA7

Theory of Technical Systems: Educational Tool for Engineering - Eder, Wolfgang Ernst (Universal Journal of Educational Research, 2016)
Hubka's theory of technical systems (TTS) is briefly outlined. It describes commonalities in all engineering devices, whatever their physical principles of action. This theory is based on a general transformation system (TrfS), which can be used to show engineering in the contexts of society, economics and historic developments. The life cycle of technical systems consists of seven major TrfS, each consisting of further product-specific TrfS. From this TTS, Hubka derived a methodology as voluntary guide to systematic design engineering, for application when an intuitive approach based on experience proves to be ineffective. This approach to engineering design is distinct from more artistic designing. The methodology applies to novel design problems, and to re-design. Some educational aspects are developed to show the range of knowledge needed for engineering designing. Operators of a TrfS are also TrfS–illustrated by observing the management systems in the TS-life cycle. Connections to the general economy, and its financial consequences, are shown on TS-life cycle LC4 with its supply chain, and on LC6 and LC6A, with the need to service the operating product, and to establish supply and distribution chains. Transformation systems are hierarchical, each TrfS is a sub-system to a more complex system–each sub-system can be viewed as a TrfS, leading to a repeating use of the same design methodology for sub-systems. Invention and innovation in TrfS can be shown (historically) to alter the state of society, beneficially and adversely. A comparison with a different methodology is mentioned.
Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2016.040617 2339240:FVVUWULC 2405685:QSI4NDTZ
Keywords: Comparative Analysis; Design; Engineering Education; Engineering Technology; Management Systems; Methods; Problem Solving; Systems Approach; Theories

What Is Agile Methodology: A Primer on Moving Fast - Edell, Patrick (AngelList Blog, 2019)
Everything you need to know about agile methodologies and its many frameworks.
KerkoCite.ItemAlsoKnownAs: 2339240:Y7NF9Q4W 2405685:ZHA5T29U

Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes? Systematic Review - Eddy-Spicer, David; Ehren, Melanie; Bangpan, Mukdarut; Khatwa, Meena; Perrone, Frank (UCL Institute of Education, 2016)
This review is on the poorest and most marginalised. It is a realist synthesis of school accountability in low- and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:9FP5E9H2 2405685:D85HT9MN 4656463:ZHN6JUVY

Final Report of the Somali Interactive Radio Instruction Program - EDC; USAID (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:L6VKIBT2 2405685:X8BKJ6LT

Learning in the Time of Ebola - EDC (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AGQVB3I9 2405685:IMQ3NAEC IMQ3NAEC

Produits - ED4Free
Library Catalog: ed4free.ovh KerkoCite.ItemAlsoKnownAs: 2405685:6ZIEKSDG

ECONTENT - econtent.edu.mn
KerkoCite.ItemAlsoKnownAs: 2339240:KWHPVDVD 2405685:L9Z89MH8

Brazil faces hard spending choices in 2021 - Economist (The Economist, 2020)
The poor received huge welfare payments during the pandemic. These may soon dry up
KerkoCite.ItemAlsoKnownAs: 2339240:NSSWWKMS 2405685:63DDX3X9 4656463:9LCCY4W5

Pakistan is home to the most frenetic education reforms in the world - Economist (The Economist, 2018)
Reformers are trying to make up for generations of neglect
KerkoCite.ItemAlsoKnownAs: 2339240:YEAF5JMF 2405685:XI9CLLJE

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

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R6827BCW 2405685:GJDSJQFE

EGC-ISSER-Northwestern Ghana Panel Survey - ECG; ISSER (Yale Economic Growth Center)
The EGC-ISSER Socioeconomic Panel Survey is a collaboration between the Economic Growth Center (EGC) at Yale University, the Global Poverty Research Lab at Northwestern University and the Institute of Statistical, Social, and Economic Research (ISSER) at the University of Ghana, Legon. The survey is principally funded and designed by the EGC, Northwestern and ISSER, and carried out and supervised by ISSER.
KerkoCite.ItemAlsoKnownAs: 2405685:NSK2M9U2

Tips for fostering students' self-regulated learning in asynchronous online learning environments - Ebner, Rachel J. (Faculty Focus | Higher Ed Teaching & Learning, 2020)
For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.
KerkoCite.ItemAlsoKnownAs: 2339240:JCZ9N6WT 2405685:3X5Z9RJL

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr; Vansteelandt, Stijn; Boone, Peter; et al. (Journal of Development Economics, 2021)
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102539 2339240:SYNTYYVY 2405685:NWHCQ652 4656463:APB653HY

Stakeholder Analysis for Educators: Obtaining Support and Reducing Obstacles - Ebitz, David (Journal of Museum Education, 2010)
Stakeholder analysis is a tool that can help museum edu cators identify and assess the potential influence of key people, groups of people, constituencies, and institutions on the success of their plans and programs. Educators, skilled at working with people, can use their well honed interpersonal skills to understand networks of relationships to an ticipate the kind of influence, positive or negative, individuals or groups may render to support or hinder initiatives in the face of potential oppor tunities or reduced budgets.
KerkoCite.ItemAlsoKnownAs: 10.1080/10598650.2010.11510665 2339240:DL5YDJC9 2405685:IS9BMREJ

E-School Cambodia - e-School Cambodia
KerkoCite.ItemAlsoKnownAs: 2339240:EUFXF3T6 2405685:XE7XTZTQ

EdTech in Zimbabwe: A Rapid Scan - Dzinotyiweyi, Monica; Taddese, Abeba (EdTech Hub, 2020)
ZenodoArchiveID: 5652131 previousshortDOI: 10/ghgnd5 previousDOI: 10.5281/zenodo.3903838 shortDOI: 10/ghgnd5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3903838 10.53832/edtechhub.0040 10/ghgnd5 2339240:L6LPKDJD 2405685:G4UUX5P3
Keywords: C:Zimbabwe; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

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

Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort Report to Congress March 2007 - Dynarski, Mark (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:CJDX8758 2405685:FD9JZK3F
Keywords: ⛔ No DOI found

Online initial teacher education: a systematic review of the literature - Dyment, Janet E; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Sustaining learner participation and progression through networked schooling: a systemic approach for Mobile Out of School Children - Dyer, C.; Echessa, E. (International Journal of Educational Development, 2019)
Despite repeated calls for education systems to respond flexibly to enable all children to participate in formal education, limited progress has been made for those we term Mobile Out of School Children (MOOSCs). Livelihood-related mobility often precipitates a process of learner drop out during the year. Retention of such children, and reducing the risk of their relapsing into MOOSC status, requires a re-framing of ‘school’ as a spatially dispersed system, or network, to accommodate learner movement. Networked schooling for children in mobile pastoralist communities in Ethiopia embeds formal education within mobile pastoralists’ resource management practices and orientates service provision accordingly. Although it is resource-intensive, networked schooling enables the requisite flexibility to support retention of pastoralist and other mobile learners. It of significant interest to global effort towards leaving none behind, particularly in the global drylands and other contexts where climate change is making learner mobility increasingly complex, and the need for a systemic response ever more pressing.
shortDOI: 10/ggjq9n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.11.002 10/ggjq9n 2339240:2ZQYMQNZ 2405685:5RL4Q5RD

Life planning by digital storytelling in a primary school in rural Tanzania - Duveskog, Marcus; Tedre, Matti; Sedano, Carolina Islas; Sutinen, Erkki (Educational Technology & Society, 2012)
Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.
KerkoCite.ItemAlsoKnownAs: 2339240:RY6T9AGL 2405685:KW2JCTF6
Keywords: ⛔ No DOI found

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
KerkoCite.ItemAlsoKnownAs: 2339240:JL9XPEWL 2405685:PG3IVJWK
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

The effect of instructional material design process to mathematics teacher candidates' TPACK - Durusoy, Okan; Karamete, Aysen (European Journal of Education Studies, 2018)
It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1222082 2405685:Z8PNPHM8 2534378:R5TGHBGN 2534378:TVJIU5KV
Keywords: ERIC; Resources in Education (RIE); Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Material Development; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Scores; Technological Literacy; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096821; __finaldtb; _not_EdTechHub

How to select, calculate, and interpret effect sizes - Durlak, Joseph A. (Journal of Pediatric Psychology, 2009)
The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.
KerkoCite.ItemAlsoKnownAs: 10.1093/jpepsy/jsp004 2339240:VIP48LY8 2405685:PNEQWL2D

Autism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide - Durkin, Maureen S.; Elsabbagh, Mayada; Barbaro, Josephine; Gladstone, Melissa; Happe, Francesca; Hoekstra, Rosa A.; Lee, Li-Ching; Rattazzi, Alexia; Stapel-Wax, Jennifer; Stone, Wendy L.; Tager-Flusberg, Helen; Thurm, Audrey; et al. (Autism Research: Official Journal of the International Society for Autism Research, 2015)
Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.
KerkoCite.ItemAlsoKnownAs: 10.1002/aur.1575 2339240:VPT8E92I 2405685:ZJU7T2BU
Keywords: Autistic Disorder; Developing Countries; Global Health; Health Services Accessibility; Humans; Internationality; Research; diagnosis; early detection; epidemiology; intervention

Parental involvement as an important factor for successful education - Đurišić, Maša; Bunijevac, Mila (Center for Educational Policy Studies Journal, 2017)
To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents' participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.
KerkoCite.ItemAlsoKnownAs: 2339240:9IY7D2UD 2405685:5JN4MSQZ
Keywords: ⛔ No DOI found

9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours - Duquesnoy, Maxime (PortailEduc, 2018)
Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…
Library Catalog: portaileduc.net EdTechHub.ItemAlsoKnownAs: 2405685:N33JHTS7

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 2405685:3EE4XZP3
Keywords: ⛔ No DOI found

Digital mismatch: Expectations and realities of digital competency amongst pre-service education students - Duncan-Howell, Jennifer (Australasian Journal of Educational Technology, 2012)
Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.
Number: 5 zotzenLib.CopiedFrom: 2339240:2CK7YFH8 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.819 2339240:2CK7YFH8 2405685:JM9PRADZ

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:56KLFLGR 2405685:LTUZFYI9

Incentives work: Getting teachers to come to school - Duflo, Esther; Hanna, Rema; Ryan, Stephen (American Economic Review, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.102.4.1241 2339240:SGHUYHRZ 2405685:27NFBCPU

Monitoring works: Getting teachers to come to school - Duflo, Esther; Hanna, Rema (National Bureau of Economic Research, 2005)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w11880 2339240:AQRALELS 2405685:2C6VSE3T

Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (American Economic Review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.101.5.1739 2339240:W5VT6F6A 2405685:98PTSC94
Keywords: Analysis of Education; Public Sector Labor Markets; Economic Development: Human Resources; Human Development; Income Distribution; Migration

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Some education policymakers focus on bringing down pupil–teacher ratios. Others argue that resources will have limited impact without systematic reforms to education governance, teacher incentives, and pedagogy. We examine a program under which school committees at randomly selected Kenyan schools were funded to hire an additional teacher on an annual contract renewable conditional on performance, outside normal Ministry of Education civil-service channels, at one-quarter normal compensation levels. For students randomly assigned to stay with existing classes, test scores did not increase signiﬁcantly, despite a reduction in class size from 82 to 44 on average. In contrast, scores increased for students assigned to be taught by locally-hired contract teachers. One reason may be that contract teachers had low absence rates, while centrally-hired civil-service teachers in schools randomly assigned contract teachers endogenously reduced their effort. Civil-service teachers also captured rents for their families, with approximately 1/3 of contract teacher positions going to relatives of existing teachers. A governance program that empowered parents within school committees reduced both forms of capture. The best contract teachers obtained civil service jobs over time, and we estimate large potential dynamic beneﬁts from supplementing a civil service system with locally-hired contract teachers brought in on a probationary basis and granted tenure conditional on performance.
shortDOI: 10/f68tj3 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2014.11.008 10/f68tj3 2405685:MC4383YQ

Experimental Evidence on Alternative Policies to Increase Learning at Scale - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2405685:3SSITSBR

External Validity: Four Models of Improving Student Achievement - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in speciﬁc settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost eﬀectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2405685:YXBSPAQ7
Keywords: C:Ghana

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientiﬁc literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.
shortDOI: 10/f7fghr KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 10/f7fghr 2405685:4WTUAF8V 2405685:USCCYKCK 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=108296506&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2339240:B8GCJR9U 2405685:7W777384 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; __finaldtb

Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach - Dube, Bekithemba (Multidisciplinary Journal of Educational Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17583/remie.2020.5607 2405685:3WDFJS6L 2405685:Q3ZJJZH3

Educational Research for Social Change And the Need for New Methodologies - du Plessis, Andre (Educational Research for Social Change (ERSC), 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U6UJD9DG 2405685:UEMED7IE
Keywords: ⛔ No DOI found

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - DSTI Media (Directorate of Science, Technology and Innovation, 2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
KerkoCite.ItemAlsoKnownAs: 2405685:B6TMDRUY

DSTI Education Data Hub - DSTI (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IYNCGEPI 2405685:88RPBVJU

Education Innovation Challenge - Reflection & Learning Summit Report - DSTI (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M28U3MQY 2405685:YNNFWZLA

Integrated GIS Portal - DSTI
KerkoCite.ItemAlsoKnownAs: 2339240:47RF23DM 2405685:UYJ4RQBY

The Digital StudyHall (DSH) - DSH (Digital StudyHall, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:6QKRLMUD 6QKRLMUD

Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources - Dryden-Peterson, Sarah; Dahya, Negin; Adelman, Elizabeth (American Educational Research Journal, 2017)
This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region.
Publisher: American Educational Research Association shortDOI: 10/ggjrsj KerkoCite.ItemAlsoKnownAs: 10.3102/0002831217714321 10/ggjrsj 2339240:8ABCDXEX 2405685:V8STHZKK
Keywords: Google Scholar/ refugee education technology; RER theme_pedagogies and modalities

Refugee education: The crossroads of globalization - Dryden-Peterson, Sarah (Educational Researcher, 2016)
In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that educ...
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x16683398 2339240:VI7UJX9B 2405685:BA7Y334L
Keywords: AA - to delete; Edtech hub/ refugees education

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

How to Define and Measure Value for Money in the Humanitarian Sector ? - Dross, Ester; Baker, Jock; Polastro, Riccardo; Shah (2013)
Publisher: SIDA KerkoCite.ItemAlsoKnownAs: 2339240:3GYTDBNR 2405685:YBERFJY7

The Impact of Scripted Literacy Instruction on Teachers and Students - Dresser, Rocio (Issues in Teacher Education, 2012)
Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)
Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:UYNF7HAW 2405685:TESFFI56
Keywords: Action Research; Decoding (Reading); Elementary School Teachers; English Language Learners; Individual Needs; Instructional Effectiveness; Literacy; Reading Comprehension; Reading Instruction; Reading Programs; Second Language Learning; Teacher Attitudes; Teacher Responsibility; Teacher Role; Teaching Methods; ⛔ No DOI found

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon, Innocenti Research Report - Dreesen, Thomas; Kamei, Akito; Karamperidou, Despina; Abou Fakher, Sara; Marji, Lama; Ortiz Correa, Javier Santiago (UNICEF Office of Research - Innocenti, 2021)
Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.
KerkoCite.ItemAlsoKnownAs: 2339240:7ANL23GH 2405685:CBVBP2KY

Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9MHDW5NY 2339240:FJBQM3KU 2339240:GVM9MG8J 2339240:KXY5ZIUM 2339240:L64HD637 2339240:NNP5XW8Q 2339240:S9X82R99 2339240:UGNM6BJX 2339240:ZTPISV5S 2405685:4BDVYXZK 2405685:4YGQW7GT 2405685:9B3AYRVL 2405685:DE4UMT97 2405685:GIRLDY3C 2405685:MGEDRZ5M 2405685:P246GT26 2405685:PXHHCWS6 2405685:RIGJ57SP 2405685:UAUZXJ9H 2405685:V4TS384A 2405685:ZH65IS2I 2534378:7B4RE4XL 2534379:72F2RW7Y
Keywords: ___working_potential_duplicate; ⛔ No DOI found

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

Realizing capabilities in Ethiopia: maximizing early childhood investment for impact and equity - Dowd, Amy Jo; Borisova, Ivelina; Amente, Ali; Yenew, Alene (Journal of Human Development and Capabilities, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2016.1225702 2405685:UA2H3FXC

Digital Study Hall: Lighthouse Case Study - Dover, Mark (Global Solution Networks, 2013)
EdTechHub.ItemAlsoKnownAs:2405685:MA8GBA4K

International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children - Douglas, Graeme; McLinden, Mike; Steve, McCall; Pavey, Susan; Ware, J; Farrell, A (National Council for Special Education (NCSE), 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:45QZZCB8 2405685:MZA7MRZ8

A Tablet based tool to aid learning of mathematics for Basic 1 & 2 pupils in Berekuso - Dotse, Etonam. Y. (Ashesi University, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:9K498IG7

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten - Doss, Christopher; Fahle, Erin; Loeb, Susanna; York, Ben (2017)
Recent studies have shown that texting-based interventions can produce educational benefits in children across a range of ages. These studies vary in their focus from broad curricula on child development, to reminders about missing work, to steps needed in order to enroll in college. Given the potential effectiveness of texting, as well as the ease of systematically varying
KerkoCite.ItemAlsoKnownAs: 2339240:9AKV6UFP 2405685:RWQG2ZYP 2405685:WL2K529Q
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Teaching and Researching: Motivation - Dörnyei, Zoltán; Ushioda, Ema (Routledge, 2013)
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.
Google-Books-ID: EaIuAgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:I6SLCXLL 2405685:9FLIF94V
Keywords: Language Arts & Disciplines / General; Language Arts & Disciplines / Linguistics / General

India’s distance learning response to the COVID-19 crisis - Doraiswamy, Harish; Gupta, Gouri; Kamath, Dhruv; Sharma, Sudhanshu (Central Square Foundation, EdTech Hub, 2020)
ZenodoArchiveID: 4705451 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705451 2339240:CMSHWXFV 2339240:QDQHFQXB 2405685:2HFSJ78U 2405685:YEQSJBYT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

The influence of technology on academic distraction: A review - Dontre, Alexander J. (Human Behavior and Emerging Technologies, 2021)
The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self-regulatory and environmental interventions are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.229 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.229 10/gkggqq 2339240:ALCAJNCB 2405685:2PRYNM2B
Keywords: Facebook; academic distraction; laptops; learning; media multitasking; online learning; performance; phubbing; smartphones; social media

Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice - Donnelly, Verity (European Agency for Special Needs and Inclusive Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:WMMVHIHD 2405685:ERPJWFQ4

Is the COVID-19 slide in education real? - Donnelly, Robin; Patrinos, Harry A. (World Bank Blogs, 2020)
Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.
KerkoCite.ItemAlsoKnownAs: 2339240:2NVGV5TV 2339240:8UU6ZPPE 2405685:XTUDMFSZ

The Systemic Approach: what is it all about? - Donnadieu, Gérard; Durand, Daniel; Neel, Danièle; Nunez, Emmanuel; Saint-Paul, Lionel
KerkoCite.ItemAlsoKnownAs: 2405685:TBUPN8HF
Keywords: ⛔ No DOI found

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 2405685:PP65IURJ 4556019:EPP8DR5S

Basic school leaders in Ghana: how equipped are they? - Donkor, Anthony Kudjo (International Journal of Leadership in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/13603124.2013.817610 2339240:P72HNBED 2405685:CFS6T8VW

COVID-19 – a boundary crossing event for teacher educators.pdf - Donitsa-Schmidt, Smadar; Ramot, Rony (Journal of Education for Teaching, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2022.2088267 2339240:BT28WQ3R 2405685:WSFTJQTK

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.
KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC

Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania - Dom, Catherine; Fraser, Alasdair; Mhina, Edward (Mokoro for World Bank, 2021)
Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6T2VNQMC 2339240:86HU868K 2405685:5SHZXXCP 2405685:HQGHMPDL 4656463:7QDZJIDM 4656463:QEAAR59A

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB

How to Design and Institutionalize Spending Reviews - Doherty, Laura; Sayegh, Amanda (2022)
Spending reviews refer to the process of conducting in-depth assessments of existing public expenditure in order to identify opportunities to reduce or redirect spending from low-priority, inefficient, or ineffective spending. They offer a systemic approach to ensuring that spending is aligned with the government’s policy priorities, is effective in achieving its intended objectives and is deployed efficiently. This How to Note outlines the various objectives of spending reviews and provides guidance on designing a spending review process, including the organizational architecture and roles and responsibilities of various stakeholders. It also discusses the various stages of con¬ducting spending reviews and mechanisms for integrat¬ing their outcomes into the budget process. This note draws on lessons and experiences from countries that have established spending reviews, while recognizing that this is an emerging area for further reform.
KerkoCite.ItemAlsoKnownAs: 2339240:RE3DZLBS 2405685:MCXQLRBY 4656463:JIZ6TQ92

A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children - Doebel, Sabine; Zelazo, Philip David (Developmental Review, 2015)
The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.
shortDOI: 10/f74vt9 KerkoCite.ItemAlsoKnownAs: 10.1016/j.dr.2015.09.001 10/f74vt9 2339240:NRX2Z5F9 2405685:DPMQWU6D
Keywords: Cognitive control; Cognitive flexibility; DCCS; Executive function; Meta-analysis; Set-shifting

Minding the gaps: cultural, technical and gender-based barriers to mobile use in oral-language Berber communities in Morocco - Dodson, Leslie L.; Sterling, S. Revi; Bennett, John K. (Proceedings of the Sixth International Conference on Information and Communication Technologies and Development: Full Papers - Volume 1, 2013)
The proliferation of text-based applications in the Mobiles for Development (M4D) domain tends to privilege the conventional wisdom that texting is a ubiquitous skill among mobile phone users. This view obscures many real and present barriers to using SMS and mobile features, most critically where low literate and/or oral language-dependent communities cannot rely on text as a viable communications system. This paper investigates mobile "utility gaps" – the spaces between high rates of mobile phone ownership and low use of productive features on mobile phones. These gaps preclude the adoption of many text-based development initiatives, which in turn affects the potential impact of such initiatives. Working with low-literate Berber-Muslim women in a predominantly oral-language community in rural southwest Morocco, we have found that an overall lack of functional literacy and numeracy is a major contributor to a mobile utility gap in that community. Non-standard mobile phone interfaces, a complex language environment with both Arabic and Berber dialects and multiple alphabets and gender-specific cultural norms also present significant impediments to using mobile phones as a development strategy in the Berber communities studied. Furthermore, we explore the paradox of social networks where a reliance on others to assist with phone use is often coupled with surveillance and a loss of privacy. These results are potentially relevant to projects involving other indigenous communities in North Africa.
shortDOI: 10/ggxwgh KerkoCite.ItemAlsoKnownAs: 10.1145/2516604.2516626 10/ggxwgh 2339240:JP29DDF6 2405685:KQDDN4RT
Keywords: Berber; HCI; HCID; ICTD; M4D; Morocco; gender; mobile phones; mobiles for development

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.
KerkoCite.ItemAlsoKnownAs: 2339240:FCJF68RN 2405685:HQE8MXWS
Keywords: ⛔ No DOI found

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using ICT, 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK
Keywords: ⛔ No DOI found

DLA Piper Global Data Protection Laws of the World - World Map - DLA Piper (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2GXEDK3U 2405685:MMA7H4EF

Storytelling Planning Template - Dixon, , Miranda; Patuck, , Lil (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147549 2405685:ICTPGRA4
Keywords: _r:AddedByZotZen

The Storytelling Project Handbook - Dixon, Miranda; Patuck, Lil (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Y3NRH26 2405685:TJTKAKJD

Mozilla releases research results: Zero rating is not serving as an on-ramp to the internet - Dixon, Denelle (The Mozilla Blog, 2017)
Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...
KerkoCite.ItemAlsoKnownAs: 2339240:MXAAJ9EJ 2405685:U56FFASH 2405685:ZWUN8FG4
Keywords: ___working_potential_duplicate

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:T64PHUNV

Scientists at DSTI go the extra mile to make it easier for children to get to school - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:9K5VWY7C

Sierra Leone designs online portal to take long wait out of teacher recruitment - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:UWP4N7FT

Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ZAK6UTWJ 2405685:65CSGZUZ 2405685:ALD9DQ6P

Sierra Leone turns to technology and analytics to put quality back into education - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:Z3DPRDU6

Education Innovation Challenge Data Dashboard - Directorate of Science, Technology and Innovation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LCWW38H4 2405685:AIPAAXUL

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8BAXTEYI 2405685:46EQS5JF

National Innovation and Digital Strategy - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8HXYPXT 2405685:GWCHFY72

Bangladesh Primary Education Annual Sector Performance Report 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YZZV53KC 2405685:BZR78EKI

Bangladesh Primary Education Annual Sector Performance Report (ASPR) 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BCNM4PNJ 2405685:CW438FLX

COVID-19 reinforces the need for connectivity - Diop, Makhtar (2020)
Now is the time to work together to achieve the promise of new technologies for all and keep the world connected.
KerkoCite.ItemAlsoKnownAs: 2339240:VW875GUK 2405685:LJGGMEYS

Understanding the Allocation of Public Personnel Across Government Health Facilities in Ghana - Diop, Binta Zahra; Awoonor-Williams, Koku; Ofosu, Anthony; Williams, Martin J (2019)
In order to deliver public services, governments must allocate scarce human and ﬁnancial resources across their territories, yet there is little systematic evidence on the productivity of these inputs or allocative eﬃciency with which governments allocate them. We study this by leveraging a unique panel dataset of service delivery, health outcomes, and human and ﬁnancial inputs in the universe of over 5,000 public health facilities in Ghana. Our research design allows us to estimate the marginal returns to health personnel and inputs, while controlling for unobserved heterogeneity across facilities. We document the roles and current distribution of the diﬀerent types of health workers and facilities within the health system, and investigate the relationship between patient volume and the number of health workers in a facility. We discuss implications for optimal staﬃng allocations and further research.
KerkoCite.ItemAlsoKnownAs: 2339240:HZJI434B 2405685:FWKIXDSV 4656463:5KM5I7B7
Keywords: ⛔ No DOI found

What we learnt in the Sandbox between onebillion, VSO Malawi and EdTech Hub (Sprint Review Draft) - Dinham, Nat; Plaut, Daniel; Rahman, Asad; Schmit, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959811 2405685:M78SQRBW
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

About DIKSHA - DIKSHA
Publication Title: DIKSHA KerkoCite.ItemAlsoKnownAs: 2339240:5K4BHRPI 2405685:85D99WTC

DIKSHA - Platform for School Education – Apps on Google Play - DIKSHA (2020)
The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.
KerkoCite.ItemAlsoKnownAs: 2339240:U4NQE4PI 2405685:7777ZCJE

The Digital Divide - Dijk, Jan van (John Wiley & Sons, 2020)
Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.
Google-Books-ID: 6DvKDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:VU5PVIZD 2405685:DJ4FT9ND
Keywords: Social Science / Popular Culture; Social Science / Sociology / General

Principles for Digital Development - Digital Principles
KerkoCite.ItemAlsoKnownAs: 2339240:EK9AATKV 2405685:LW787JG8

Technology for Inclusive Education (TFIE) Pilot Report - Digital Literacy Trust (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:SH5FCHUZ

Digistem | Home - Digistem (2020)
Library Catalog: digistem.co KerkoCite.ItemAlsoKnownAs: 2405685:3IUSL3ST

Quantitative Determination of the Relationship between Internal Validity and Bias in Software Engineering Experiments: Consequences for Systematic Literature Reviews - Dieste, Oscar; Grim´n, Anna; Juristo, Natalia; Saxena, Himanshu (2011 International Symposium on Empirical Software Engineering and Measurement, 2011)
Quality assessment is one of the activities performed as part of systematic literature reviews. It is commonly accepted that a good quality experiment is bias free. Bias is considered to be related to internal validity (e.g., how adequately the experiment is planned, executed and analysed). Quality assessment is usually conducted using checklists and quality scales. It has not yet been proven, however, that quality is related to experimental bias. Aim: Identify whether there is a relationship between internal validity and bias in software engineering experiments. Method: We built a quality scale to determine the quality of the studies, which we applied to 28 experiments included in two systematic literature reviews. We proposed an objective indicator of experimental bias, which we applied to the same 28 experiments. Finally, we analysed the correlations between the quality scores and the proposed measure of bias. Results: We failed to find a relationship between the global quality score (resulting from the quality scale) and bias, however, we did identify interesting correlations between bias and some particular aspects of internal validity measured by the instrument. Conclusions: There is an empirically provable relationship between internal validity and bias. It is feasible to apply quality assessment in systematic literature reviews, subject to limits on the internal validity aspects for consideration.
ISSN: 1949-3789 KerkoCite.ItemAlsoKnownAs: 10.1109/ESEM.2011.37 2405685:WVW5MNFJ
Keywords: Checklist; Context; Correlation; Inspection; Instruments; Quality Assessment (QA) of experiments; Quality Scale; Quality assessment; Software engineering; Systematic Literature Review (SLR); Systematics

Digital Badges for Professional Development - Diaz, Veronica (EDUCAUSE, 2013)
Brent Herbert-Copley, Ditch the resume and pick up a badge, they're not just for Boy Scouts, Globe and Mail, May 1, 2013.
KerkoCite.ItemAlsoKnownAs: 2339240:4Q7LF5YE 2405685:ACFRJGNS

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)
shortDOI: 10/f7fddg KerkoCite.ItemAlsoKnownAs: 10/f7fddg 2129771:AQVD8PJD 2405685:ESAFZKQQ

COVID 19: how Senegal intends to ensure #LearningNeverStops - Diawara, Rokhaya Fall; Sall, Tidiane (World Education Blog, 2020)
English / Français By Rokhaya Fall Diawara and Tidiane Sall, UNESCO The spread of COVID-19 is a growing worry for Africa. Among the 47 African countries that have closed their schools and universit…
Library Catalog: gemreportunesco.wordpress.com KerkoCite.ItemAlsoKnownAs: 2339240:WWF5SBZZ 2405685:ZIMQRDE5

The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’ - Dias, Patrícia; Brito, Rita; Ribbens, Wannes; Daniela, Linda; Rubene, Zanda; Dreier, Michael; Gemo, Monica; Di Gioia, Rosanna; Chaudron, Stéphane (Global Studies of Childhood, 2016)
This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2043610616676024 2339240:FJ79XEXS 2339240:W2VDPGKE 2405685:C9LWTMEE 2405685:GSXXHBSB
Keywords: Children; digital technologies; gatekeepers; parental mediation; scaffolders

Development of an aspect of executive control: Development of the abilities to remember what I said and to “Do as I say, not as I do” - Diamond, Adele; Taylor, Colleen (Developmental Psychobiology, 1996)
Luria's tapping test (tap once when E taps twice, tap twice when E taps once) was administered to 160 children (80 males, 80 females) between 31/2 to 7 years old. Older children were faster and more accurate than younger children, with most of the improvement occurring by the age of 6. All children tested demonstrated understanding of the instructions during the pretest, and most started out performing well, but younger subjects could not sustain this. Over the 16 trials, percentage of correct responses decreased, especially among younger subjects. Performance here was compared with performance on the day-night Stroop-like task. The most common error on both tasks was to comply with only one of the two rules. Other errors included tapping many times regardless of what the experimenter did and doing the same thing as the experimenter, rather than the opposite. It is suggested that the tapping task requires both the ability to hold two rules in mind and the ability to inhibit a strong response tendency, that these abilities improve between 3–6 years of age, and that this improvement may reflect important changes within frontal cortex during this period of life. © 1996 John Wiley & Sons, Inc.
shortDOI: 10/cr3n3j KerkoCite.ItemAlsoKnownAs: 10.1002/(sici)1098-2302(199605)29:4<315::aid-dev2>3.0.co 10/cr3n3j 2-t 2339240:ZDESQDFJ 2405685:7CPF4RSH

The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. - Di Pietro, Giorgio; Biagi, Federico; Dinis Mota Da Costa, Patricia; Karpinski, Zbigniew; Mazza, Jacapo (European Commission, 2020)
In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones.
KerkoCite.ItemAlsoKnownAs: 2405685:LU67HXXC 2534379:4KKZAUC8

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

Digital Study Hall Biannual report 2012 - DHS (Digital Study Hall, 2012)
EdTechHub.ItemAlsoKnownAs:2405685:IYX4P468

DHIS2 - DHIS2 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:H9WB26RL 2405685:T3H6KKJV

DHIS2 for Education - DHIS (DHIS2, 2022)
Leverage DHIS2 tools and regional HISP capacity to facilitate data use for improvement in learning outcomes and equitable access to education
KerkoCite.ItemAlsoKnownAs: 2339240:TXCEBUHZ 2405685:Y7BLDTNW 4656463:NQ7DHU7A

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 2405685:98MGPQGC
Keywords: ⛔ No DOI found

Reshaping adolescents' gender attitudes: evidence from a school-based experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (National Bureau of Economic Research, 2018)
Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25331 2339240:W8AREQBB 2405685:NBD6LG5T

Reshaping Adolescents' Gender Attitudes: Evidence from a School-Based Experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (American Economic Review, 2022)
This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20201112 2339240:P69IWXZQ 2405685:A855WH3B
Keywords: Child Care; Children; Equity; Justice; Inequality; and Other Normative Criteria and Measurement; Micro-Based Behavioral Economics: Role and Effects of Psychological; Emotional; Social; and Cognitive Factors on Decision Making; Analysis of Education; Fertility; Family Planning; Non-labor Discrimination; Microeconomic Analyses of Economic Development; Youth; Economics of Gender

Comparative Cost-Effectiveness Analysis to Inform Policy in Developing Countries: A General Framework with Applications for Education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education policy in developing countries, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:DG9Q8TQF 2405685:YEG3692Q

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

DFID Digital Strategy - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WHMH62EM 2405685:JXKSWHHT

DFID Education Policy 2018: Get Children Learning - GOV.UK - DFID (2008)
DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.
KerkoCite.ItemAlsoKnownAs: 2405685:LHRC5X58 261495:KJSETUJ2
Keywords: IMPORT_FROM_DFID_RITE

DFID Education Policy: Get Children Learning - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:QWCG3Z4G 2339240:CH6NJBI5 2405685:EX3LGFKW 2405685:LZRSS3GU 2405685:WP53PKT3 2534378:9HQCM62H
Keywords: ___working_potential_duplicate

DFID Education policy: get children learning - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZIM7BYSJ 2405685:ZVNXCXRB

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DYKR49HK 2129771:MLJ8DYDF 2129771:XH8PYE58 2339240:NSUHFAGV 2405685:KMWTSU7N 2405685:WIMGWF8H
Keywords: ⛔ No DOI found

DFID Ethics Principles for Research and Evaluation - DFID (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:UVI5MIT5 2129771:ZS9X8R6Z 2405685:N8ARLYKX