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

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

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

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

Guidelines on Parental Empowerment and Engagement - Kenya Institute of Curriculum Development (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:URALQWKL 2405685:VVJU6RCE

Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years of Age - World Health Organization (World Health Organization, 2019)
33 p.
Accepted: 2019-04-03T14:35:28Z KerkoCite.ItemAlsoKnownAs: 2339240:HXRJ26E9 2405685:R8MFHINW

Guidelines on the Development of Open Educational Resources Policies - Miao, Fengchun; Mishra, Sanjaya; Orr, Dominic; Janssen, Ben (UNESCO; Commonwealth of Learning (COL), 2019)
The publication provides guidelines and a systematic approach to develop and implement open educational resources policies in different contexts to achieve the targets of Sustainable Development Goals 4. Using a six-stage approach, the guidelines provide several templates and questions along with theoretical underpinnings and practical examples to help government officials and experts develop policies that are grounded on the needs of the stakeholders.
Accepted: 2019-10-15T18:47:31Z ISBN: 978-1-894975-97-1 KerkoCite.ItemAlsoKnownAs: 2339240:48KYWJ83 2405685:G7A3VQ2D
Keywords: ⛔ No INSPIRE recid found

Guinea Ecuatorial | Tecnología | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:N7NRN3ZH 2405685:K3IWGYRN

Guinée | Technologie | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2IQHAW5P 2405685:WT42DJG9

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

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

Handbook for interactive audio instruction: Planning and implementing radio lessons in sub-Saharan Africa - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VDH9N8QZ 2405685:26WIARR2
Keywords: ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

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

Harnessing EdTech for Neurodivergent Learners in LMICs - Aida, Layachi; Daniel, Plaut (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15737188 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1124 ZenodoArchiveConcept: 15737187
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

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

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

Harnessing the Transformative Potential of Education for Climate Change Mitigation, Adaptation and Resilience Building in Europe and Central Asia - UNICEF (UNICEF Europe and Central Asia (ECA), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YFA74E4I 2405685:WLSBB8EQ

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

HATUTAN Program in Timor-Leste - CARE International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D54MJKC2 2405685:FK3E3X62

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

HDR - Haßler, Björn; Taruza, Takudzwa Charisse; Handigol, Apoorva (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15485110 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1119 ZenodoArchiveConcept: 15485109
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

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

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

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

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

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

Health status of children with Down syndrome in Myanmar - Ko, Khine Mi Mi; Linn, Kyaw; Aye, Aye Mya Min; Saw, Mon Thander; Aung, Pyae Phyo (BMJ Paediatrics Open, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WJS68H8U 2405685:QD99ED9V
Keywords: ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

High, Low, or No Tech? A Roundtable Discussion on the Role of Technology in Refugee Education - El-Serafy, Yomna; Ozegovic, Mia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:U276A6AB 2405685:KKSLA49T

High-quality education for better sustainability and resiliency - Prazian, Michael V; Prykhodko, Viktoria M (IOP Conference Series: Earth and Environmental Science, 2023)
The world meets poly crises in climate, pandemic, energy, food, human rights, and migration; hot and cold wars have come in Europe and other regions. The scope of the tasks becomes unprecedented, and their complexity demands high-level skill sets and teaching culture. Education moves into epicentres of the fight for better sustainability and resilience. The United National Sustainable Development Goals Four (SDG4) supposes allocating and diligently using several trillion US dollars for the next decades. The ambitious goals drive the educational system to be at a decent level regarding outcome and process. Saving gratitude to functions of a fundamental human right, a public good, gender equality, and an absolute right to education for all, the author urges that high-quality education is the priority because it will help society to cope with a new level of challenges and even existential threats the climate-like. The article describes the methodology and the importance of soft-hard skills for teaching and learning. The secondary-based sources research illustrates practical results regarding the educational process. The Triple Bottom Line principle (Planet, Profit, People) encompasses many disciplines engaging the main aspects of sustainability and resiliency and climate change for the university curricula in a coherent way. The article considers future trends in high education and case studies connected with the European Green Deal, environmental, social, and governance (ESG) reporting and practical aspects of Green Growth and De-Growth Theory. The Quality of Education reflects the regulator’s requirements and social and personal expectations. Life-long learning becomes a norm. The authors consider university products, processes and platforms through the lens of future trends, threats and opportunities. In times of turbulence, the results obtained through students’ upskilling and reskilling programs should fit the demands of new jobs, technologies, and financial mechanisms.
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/1254/1/012031 2339240:A62E4QP4 2405685:FILG383T

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

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

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

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

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

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

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

Historical Mapping of Education Provision for Refugees: A cross-cutting and comparative analysis of three country contexts - Brugha, Meaghan; Hollow, David; Pacitto, Julia; Gladwell, C; Dhillon, P; Ashlee, Amy (Jigsaw Consult, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:JSKWPLJP

History of SEAMEO Members - SEAMEO
KerkoCite.ItemAlsoKnownAs: 2339240:A86HFGLA 2405685:3NF54EJI

History of SEAMEO Members - Southeast Asian Ministers of Education Organization (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5LMLSK3T 2405685:6DZ3QHZ9
Keywords: ⛔ No INSPIRE recid found

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

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

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

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

Home - Abwaab
EdTechHub.ItemAlsoKnownAs: 2405685:FJDPMLVJ

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

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

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

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

Home - P2PU
KerkoCite.ItemAlsoKnownAs: 2405685:E7I9ZFJU

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

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

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

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

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

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

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

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

Home learning in times of COVID: Experiences of parents - Bhamani, Shelina; Makhdoom, Areeba Zainab; Bharuchi, Vardah; Ali, Nasreen; Kaleem, Sidra; Ahmed, Dawood (Journal of Education and Educational Development, 2020)
The widespread prevalence of COVID-19 pandemic has affected academia and parents alike. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have to ensure their children’s education. The study presented was designed to explore the experiences of home learning in times of COVID-19. A descriptive qualitative study was planned to explore the experiences of parents about home learning and management during COVID-19 to get an insight into real-life experiences. Purposive sampling technique was used for data collection. Data were collected from 19 parents falling in the inclusion criteria. Considering the lockdown problem, the data were collected via Google docs form with open-ended questions related to COVID-19 and home learning. Three major themes emerged after the data analysis: impact of COVID on children learning; support given by schools; and strategies used by caregivers at home to support learning. It was analyzed that the entire nation and academicians around the world have come forward to support learning at home offering a wide range of free online avenues to support parents to facilitate home-learning. Furthermore, parents too have adapted quickly to address the learning gap that have emerged in their children’s learning in these challenging times. Measures should be adopted to provide essential learning skills to children at home. Centralized data dashboards and educational technology may be used to keep the students, parents and schools updated.
104 citations (Crossref) [2024-02-28] Number: 1 KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v7i1.3260 2339240:WY63QV92 2405685:LCNQWBV8
Keywords: parent support; ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review - Jordan, Katy (Technology, Pedagogy and Education, 2023)
In response to disruption to education during the COVID-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2023.2201590 2339240:KR923MEV 2405685:NRTU24IH

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

How Can Participatory Methods Centre Teachers Within Education Policy? - Koomar, Saalim (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10604329 ZenodoArchiveConcept: 10604328 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10080685 10.53832/edtechhub.1005 2405685:GXMUGXHE 2405685:RK44C9BZ
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

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

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

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

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

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

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

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

How Could Digital Learning at Scale Address the Issue of Equity in Education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2339240:RQ4GZ8TL 2405685:5RTZ2KBN 2405685:CSPAS5PX 2405685:TKBHHATW 2405685:XDQI6TXV 2534378:2SFG4YZU
Keywords: ___working_potential_duplicate; ⛔ No DOI found

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

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

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

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

How Do In-Service Communities of Practice Support Teacher Learning and What Role Can EdTech Play? - Adam, Taskeen; Friese, Laila; Plaut, Daniel (EdTech Hub, 2025)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at how in-service Communities of Practice (CoPs) support teacher learning and how EdTech can enhance this aspect of teacher professional development (TPD) in low- and middle-income countries. In-service CoPs have become an important component of TPD, creating spaces where teachers can share their knowledge and experiences, practice and reflect on pedagogical approaches, and support one another through classroom challenges. We focus on EdTech Hub’s work in design-based implementation research for TPD with particular reference to large-scale national TPD programmes in Tanzania, Malawi, and Sierra Leone. CoPs have been an essential part of these programmes. Cross-cutting insights and similarities identified across these programmes surface effective practices in designing and implementing CoPs, including the role of EdTech in enabling, supporting, or enhancing them. We present findings and recommendations that inform how various tech modalities used in CoPs have been instrumental in supporting TPD at the ‘teacher’, ‘school’, and ‘system’ levels. Lastly, we explore areas that require further research, namely, the need to measure the impact of CoPs, specifically regarding improved classroom instruction and learning outcomes. There is minimal information on the cost-effectiveness of CoPs and the use of technologies within them; this area merits further research. More testing could also be done to better understand facilitators’ training and support needs and their level of ease with implementing their roles in CoPs. Keywords: Teacher professional development; teacher continuous professional development; learning management systems; communities of practice; teacher learning circles An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10694591 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1014 ZenodoArchiveConcept: 10694590
Keywords: _r:AddedByMyEducationEvidence

How does professional development improve teaching? - Kennedy, Mary M. (Review of Educational Research, 2016)
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654315626800 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315626800 2405685:T5F8AEJQ 2534378:WFATBSZB

How ed-tech can help leapfrog progress in education - Vegas, Emiliana; Ziegler, Lauren; Zerbino, Nicolas (Brookings, 2019)
This brief analyzes the use of ed-tech innovations around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:LH87HU6C 2405685:D9VNFXR8

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

How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework - Meyer, Marisa; Zosh, Jennifer M.; McLaren, Caroline; Robb, Michael; McCafferty, Harlan; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Radesky, Jenny (Journal of Children and Media, 2021)
Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2021.1882516 2339240:DAP57ZEF 2405685:9KM825BK
Keywords: Digital Media; Digital Play; Early Childhood; Educational Apps; Four Pillars of Learning; Mobile Devices

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

How GDPR changes the rules for research - Maldoff, Gabe (2016)
The General Data Protection Regulation (GDPR) will come into effect in the spring of 2018, replacing the Data Protection Directive 95/46/EC and imposing new obl
KerkoCite.ItemAlsoKnownAs: 2339240:RZBMFHXV 2405685:7S282BVZ

How gender equality in STEM education leads to economic growth - Eige (European Institute for Gender Equality, 2021)
Reducing the gender gap in Science, Technology, Engineering and Mathematics (STEM) education areas could help reduce skills gap, increase employment and productivity of women and reduce occupational segregation. Ultimately this would foster economic growth via both higher productivity and increased labour market activity. However, despite good employment opportunities and highly productive jobs in this area, there is currently a low proportion of women studying and graduating in STEM subjects.
KerkoCite.ItemAlsoKnownAs: 2339240:DPW6J56H 2405685:APWKXFWI

How Geospatial Technology Changed over Time - Rees, Eric van (Soar, 2018)
Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over…
KerkoCite.ItemAlsoKnownAs: 2405685:787ZSFLE 4042040:Y968VLN5

How India responded: distance learning in the time of COVID-19 (EdTech Hub, 2020)
As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707852 2405685:54S5XRX6 2405685:6JFEC4RJ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…
Library Catalog: blogs.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:9VF6WCWQ 2405685:DQGRBQI7

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…
KerkoCite.ItemAlsoKnownAs: 2339240:W9H53RAZ 2405685:Y7ZEVBQI

How is E-Learning helping to combat Southeast Asia teacher shortage? - Debroy, Ananya (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:J76PGQSH 2405685:I9PG7LWZ

How Learning Continued During the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers - OECD; World Bank (OECD, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1787/bbeca162-en 2339240:3HGTDMG7 2405685:Y563A6V8

How Listening Drives Improvement in Vocabulary and Reading Comprehension - Flynn, Kylie; Matlen, Bryan; Atienza, Sara; Schneider, Steven (WestEd, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:DLMP6AS5 2405685:JMKSUCXM

How low cost wireless broadband networks are connecting ‘last-mile’ communities in Djibouti - International Telecommunication Union (ITU News, 2019)
By ITU News Twenty per cent of Djibouti’s homes have access to a computer, while internet access is available to just under 10 per cent of households, according to ITU Data. Within the framework of the Djibouti Vision 2035, the country has embarked on a programme to strengthen its ICT sector with a view to providing quality telecommunication services at
Section: Broadband/Network KerkoCite.ItemAlsoKnownAs: 2339240:PCSI9Z3T 2405685:P3J7K3QM

How many children and young people have internet access at home - UNICEF; ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DW3BG6V7 2405685:3U4LSRU5

How many women work in STEM? - Wood, Johnny (World Economic Forum, 2020)
Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.
KerkoCite.ItemAlsoKnownAs: 2339240:PKLNKNTV 2405685:CTEECTKM

How ministries of education work with mobile operators, telecom providers, ISPs and others to increase access to digital resources during COVID19-driven school closures (Coronavirus) - Trucano, Michael (World Bank Blogs - Education for Global Development, 2020)
How can we – quickly – help students (and teachers) get online, and stay online?
Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:EHWLB8RX

How much can we generalize from impact evaluations? - Vivalt, Eva (Journal of the European Economic Association, 2020)
Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.
KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2339240:J3MPP6XB 2405685:YYF627JV 4656463:DTMZCLPN

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

How Much Does Universal Digital Learining Cost? - Yao, Haogen; Brossard, Matt; Mizunoya, Suguru; Nasir, Bassem; Walumgembe, Patrick; Cooper, Rachel; Rafique; Reuge, Nicolas (UNICEF Office of Research - Innocenti, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FRKJIUZJ 2405685:ZUEAQXF9

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

How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? - Kaffenberger, Michelle (Brookings, 2020)
How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help?
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:DEVEKDJN 2405685:DXA82W42

How (Not) to Fix Problems that Matter: Assessing and Responding to Malawi's History of Institutional Reform - Bridges, Kate; Woolcock, Michael (World Bank, 2017)
Malawi can be understood as a microcosm of institutional reform approaches in developing countries more broadly. A common feature of such approaches, whether implemented by government or donors, is reform initiatives that yield institutions that "look like" those found in higher-performing countries but rarely acquire the same underlying functionality. This paper presents a retrospective analysis of previous institutional reform projects in Malawi, as well as interviews with Malawi-based development practitioners. The paper finds a plethora of interventions that, merely by virtue of appearing to be in conformity with "best practices" elsewhere, are deemed to be successful yet fail to fix underlying problems, sometimes in contradiction to internal and public narratives of positive progress. This unhappy arrangement endures because a multitude of imperatives, incentives, and norms appear to keep governments and donors from more closely examining why such intense, earnest, and long-standing efforts at reform have, to date, yielded so few successes. This paper seeks to promote a shift in approach to institutional reform, offering some practical recommendations for reform-minded managers, project teams, and political leaders in which the focus is placed on crafting solutions to problems that Malawians themselves nominate, prioritize, and enact.
Accepted: 2017-12-29T15:36:13Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8289 2339240:5IPEVBSQ 2405685:AT78SWY3 4656463:P3GHJI3Y
Keywords: Capacity Building; Civil Service; Development Effectiveness; Governance; Institutions; Legitimacy; Public Administration; Public Sector; Reform

How school closures during COVID-19 further marginalize vulnerable children in Kenya - Jepkemei, Damaris Seleina Parsitau and Evelyn (Brookings, 2020)
School closures in Kenya have devastating consequences for marginalized learners.
KerkoCite.ItemAlsoKnownAs: 2339240:BJT5G6NK 2405685:Y5TYRMPX

How Secure Is the Bitcoin Blockchain, and Is Your Cryptocurrency Safe? - Gadgets 360 Newsdesk (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6E92774L 2405685:3XQ56SMC

How Shahnaz became Mohammed Saleem so she could study - UNICEF (2021)
With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded
KerkoCite.ItemAlsoKnownAs: 2339240:DT724KCC 2405685:N3N58A9G

How should we help the Covid19 cohorts make up the learning loss from lockdown? - Burgess, Simon (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5Q3GQ2B5 2405685:99JYRAWP

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2405685:AVDJP4T3 4042040:AJHHQGBH

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, Adamah; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2339240:JIRATYTV 2405685:QRX7CI82

How software that learns as it teaches is upgrading Brazilian education - Rigby, Claire (The Observer, 2016)
Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow?
KerkoCite.ItemAlsoKnownAs: 2339240:KZEEKM4I 2405685:THX2NQE2
Keywords: Americas; Brazil; Computing; Education; Schools; Software; Technology

How solar mini-grids can bring cheap, green electricity to rural Africa - Zajicek, Charlie (odi.org, 2019)
Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.
KerkoCite.ItemAlsoKnownAs: 2405685:4VUP32WG 2534378:IT6G3AEW

How students create motivationally supportive learning environments for themselves: The concept of agentic engagement - Reeve, Johnmarshall (Journal of Educational Psychology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1037/a0032690 2339240:I46QQPET 2405685:2TMEVEBX

How systems thinking applies to education. - Betts, Frank (Educational Leadership, 1992)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:CBNRX4EL 2339240:EFGRS82R 2405685:RLLGMCR8
Keywords: ⛔ No DOI found

How Systems Thinking Applies to Education - Educational Leadership
KerkoCite.ItemAlsoKnownAs: 2339240:A7MEG6TY 2405685:EARV94AG

How Systems Thinking Applies to Education - Educational Leadership - Betts, Frank (1992)
KerkoCite.ItemAlsoKnownAs: 2339240:QPYY892Y 2405685:QZ6X9RBJ

How teachers are using technology at home and in their classrooms - Pew (Pew Research, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:9U3BWEQ6 2405685:JP7AHUZH

How the alpha phase works - GOV.UK (GOV.UK)
Running a successful alpha phase, building and testing prototypes, and deciding whether to move on to beta.
KerkoCite.ItemAlsoKnownAs: 2405685:7LRW6MD6

How the beta phase works - GOV.UK (GOV.UK)
What to do during the beta phase, launching your service in private and public beta and deciding to move on to live.
KerkoCite.ItemAlsoKnownAs: 2405685:XH26DW5Q

How the COVID-19 shutdown revealed the effectiveness of a northern Nigerian educational media program - Borzekowski, Dina L.G.; Kauffman, Lauren E.; Jacobs, Lauren; Jahun, Mamun; Babayaro, Hadiza (Journal of Children and Media, 2023)
A team of researchers were investigating the impact of a Nigerian adaptation of Akili and Me when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recon tacted 363 children (mean age = 5.1, SD = 1.1 years) who had pro vided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched Akili and Me, beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more Akili and Me characters performed significantly better on the outcomes of literacy, numer acy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2023.2222187 2339240:JVK39SLG 2405685:PLGYGNCQ

How the discovery phase works - GOV.UK (GOV.UK)
What to do in discovery, how long it takes, how you know it's finished and deciding when to move on.
KerkoCite.ItemAlsoKnownAs: 2405685:9CI7ZE6Y

How the Government of Sierra Leone is improving its Education Data 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 students could access and use…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707888 2405685:E2KWWHCK 2405685:LND4UENT
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

How the live phase works - GOV.UK (GOV.UK)
Checking you're ready to go live, keeping your team together and what to do after you go live.
KerkoCite.ItemAlsoKnownAs: 2405685:JAB896GG

How The Radio Can Reach The World’s Most Vulnerable Children - Lister, Josephine (2019)
Section: article KerkoCite.ItemAlsoKnownAs: 2339240:5QJA7JLD 2405685:VXYF7938

How the study of cognitive growth can benefit from a cultural lens - Serpell, Robert (Perspectives on Psychological Science, 2017)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1745691617704419 2339240:BWYB54UG 2405685:RMB9AGH6

How the world’s most improved school systems keep getting better - Mourshed, Mona; Barber, Michael; Chijioke, Chinezi (McKinsey & Company, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:KM2TUZWI

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

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

How to design a monitoring and evaluation framework for a policy research project - Pasanen, Tiina; Shaxson, Louise (ODI, 2016)
This guidance note aims to support the first steps in designing and structuring the monitoring and evaluation framework for a policy research project.
KerkoCite.ItemAlsoKnownAs: 2339240:SXCVRR2Y 2405685:WDQNRU88

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

How to Design EdTech Programmes That Lead to Gender-Transformative Change - Samuels, Fiona; Leon-Himmelstine, Carmen; Marcus, Rachel; Myers, Christina (EdTech Hub, 2022)
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6475261 10.53832/edtechhub.0090 2405685:DSG9QF4F 2405685:GBQT3KMA
Keywords: _r:AddedByZotZen

How to Develop an Acceptable Use Policy: The Steps to Take - Webswise (Webwise.ie, 2016)
Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP).
KerkoCite.ItemAlsoKnownAs: 2339240:RDT95RQ7 2405685:2C5HQJPN

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
shortDOI: 10/gftr66 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2339240:9SUYHN2U 2405685:5TBR9BT9 UA-2dba826a-34ad-40f0-ae9b-959792b2e7e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; Reviewed; ___working_potential_duplicate; auto_merged; publicImportV1

How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses - Siddaway, Andy P.; Wood, Alex M.; Hedges, Larry V. (Annual Review of Psychology, 2019)
Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis.
shortDOI: 10/gftjxg KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-psych-010418-102803 10/gftjxg 2339240:XIMFRKVQ 2405685:QWKJ9FR4
Keywords: Guidelines as Topic; Humans; Meta-Analysis as Topic; Publication Bias; Reviewed; Systematic Reviews as Topic; evidence; guide; meta-analysis; meta-synthesis; narrative; systematic review; theory

How to do (or not to do)… gender analysis in health systems research - Morgan, Rosemary; George, Asha; Ssali, Sarah; Hawkins, Kate; Molyneux, Sassy; Theobald, Sally (Health Policy and Planning, 2016)
Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them.
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czw037 10/ggcjsz 2339240:JEQ8AMQT 2405685:H26H5JAV 2339240:JEQ8AMQT
Keywords: Female; Framework; Health Services Research; Humans; Male; Power (Psychology); Sex Factors; Sexism; Social Norms; _C:Bangladesh BGD; _C:Canada CAN; _C:Finland FIN; _C:Kenya KEN; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:South Africa ZAF; _C:Uganda UGA; _C:Yemen YEM; __C:scheme:1; gender; gender analysis; health systems; health systems research

How to Ensure Compliance With Policies and Procedures - Strickland, Dale (CurrentWare, 2020)
Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy.
KerkoCite.ItemAlsoKnownAs: 2339240:HFZUYR6Q 2405685:X6XUSMV7

How to Guide: Delivering High-Quality Radio Learning - Rising Academies; EdTech Hub (2021)
ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2129771:TUR7B4UV 2339240:3LCE9HV8 2339240:438DD95Z 2339240:98FSI5XH 2339240:PRN4F3XJ 2339240:S527VEKP 2339240:SNZZPXZE 2339240:TSZ5USU5 2405685:2W6J6E78 2405685:52GAJX48 2405685:59W7LV77 2405685:67PNDWSU 2405685:E7BQQ8AY 2405685:PJMJJZIG 2405685:W96R4GKX 2405685:X53U5NLR 2405685:XF4XK3C6 2534378:RYREI3A2 2534379:2C73YQ47
Keywords: Cost-Benefit Analysis; Education Outcomes; Government Policy; Impact Evaluation; Learning Loss; Learning-Adjusted Years of Schooling; Public Expenditure; Years of Schooling; ___working_potential_duplicate; ⛔ No DOI found

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FUVY78BN 2405685:MFJLAVX6
Keywords: COST-BENEFIT ANALYSIS; EDUCATION OUTCOMES; GOVERNMENT POLICY; IMPACT EVALUATION; LEARNING LOSS; PUBLIC EXPENDITURE; SCHOOLING; YEARS OF SCHOOLING

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2018/024 10/ghgnff 2405685:WYIY3SSM
Keywords: C: South Africa

How to integrate Value for Money assessments within the External Evaluations of the GEC - Shah, Valsa (Foreign, Commonwealth & Development Office, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:32NCMKDK 2405685:NQ22KZWA

How to maintain education during wars? An integrative approach to ensure the right to education - Tlili, Ahmed; Salha, Soheil; Shehata, Boulus; Zhang, Xiangling; Endris, Awol; Arar, Khalid; Mishra, Sanjaya; Jemni, Mohamed (Open Praxis, 2024)
It is widely acknowledged that the relationship between education, security, and stability is bidirectional. In times of war, access to quality education becomes compromised, and conversely, the absence of proper education constrains individuals to a life under constant threat, disrupting education provision. War, viewed as a "lifetime and life-wide status," evolves into a self-fulfilling prophecy, both at an individual and collective level, making it challenging to break free from, particularly within the broader context of education provision. Although, scant information exists about how education is maintained during wars, hindering the right to education in such contexts. This study therefore addresses this gap by synthesizing the literature to identify and present 14 educational scenarios and teaching strategies on how education was maintained from different war contexts over time. The findings reveal that education during wars can be digital-based (i.e., facilitated by technology) and non-digital based (without technology). Additionally, various teaching strategies are applied during wars, including inspirational, hands-on and practical, fun-based, among others. Finally, teaching during wars is not limited to teachers only, but it could also involve parents, neighbors, etc. The findings of the literature can help to ensure the right to education in crises like wars and reveal the importance of open education in such crises. They can also contribute to enriching the ongoing theoretical and practical debate on how to maintain education in crises like wars. This can help to better be prepared for future education in crises, which is the focus of several international organizations.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.3316/informit.T2024041000014090856799422 2339240:ZGVPDHG5 2405685:D68RANSP
Keywords: Education–Curricula–Evaluation; Human rights–Study and teaching–Activity programs; Open plan schools–Planning; War–Causes

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

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
KerkoCite.ItemAlsoKnownAs: 2339240:LK2EXKBB 2405685:Z76N7SQU
Keywords: CitedIn:eCubed; eCubed

How to plan and perform a qualitative study using content analysis - Bengtsson, Mariette (NursingPlus Open, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.npls.2016.01.001 2339240:SKJRXYHY 2405685:8ZSD4CAB

How to re-imagine learning in the wake of Covid-19 (EdTech Hub, 2020)
Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus. The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

How to teach English in India: testing the relative productivity of instruction methods within the Pratham English language education program - He, Fang; Linden, Leigh L; MacLeod, Margaret (2008)
Using a pair of randomized evaluations, we assess the relative productivity of several modes of implementing an Indian English education curriculum. Each consists of a specially designed machine or flash card based activities implemented either indirectly through a teacher training program or directly by externally supervised teaching assistants. The new methods are very effective and, on average, all implementation strategies yield gains of about 0.25-0.35 standard deviations in students’ knowledge of English. Weaker students benefit more from interventions that include teacher directed activities while stronger students benefit more from the more self-paced machine-based implementation. Compared to an externally implemented version of the curriculum, the treatments implemented through the teacher training program improved students’ math and English scores rather than just their English scores, a result that may be due to the fact that teachers implemented the interventions more efficiently.
KerkoCite.ItemAlsoKnownAs: 2339240:YK589CIH 2405685:RQYG6BYY 683578:JQU56E9F
Keywords: THEME: Curriculum and resources; ⛔ No DOI found

How to Use ChatGPT for Academic Purposes (Academic Insight Lab)
Exploring the ethical concerns and legitimate uses of ChatGPT in academic settings, including knowledge curation, data analysis, and generating new data points. Best practices for using ChatGPT are also discussed. Join today for free and begin using our AI tools, which are built using the most advan
KerkoCite.ItemAlsoKnownAs: 2405685:WYT5WBSR 2486141:9PPDL488

How TV white space is helping bridge the digital divide - Harris, Briony (On the Issues, 2019)
How the need for reliable internet in Essex County, New York, led to a business that services the local community.
Section: Rural Broadband KerkoCite.ItemAlsoKnownAs: 2339240:5GTBVDTK 2405685:7N7JWBUX

How we are implementing our national policy on radical inclusion in education - Sengeh, David Moinina (Africa Renewal, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:K9YK7BME 2405685:SS6XUFAS