Tool for assessing the gender responsiveness of content for digital learning platforms - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K9AZY7KG 2405685:ZXCPZH4J

Too little or too much? Actionable advice in an early-childhood text messaging experiment - Cortes, Kalena; Fricke, Hans; Loeb, Susanna; Song, David (National Bureau of Economic Research, 2018)
Text-message based parenting programs have proven successful in improving parental engagement and preschoolers’ literacy development. The tested programs have provided a combination of (a) general information about important literacy skills, (b) actionable advice (i.e.,specific examples of such activities), and (c) encouragement. The regularity of the texts – each week throughout the school year – also provided nudges to focus parents’ attention on their children. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether the actionable advice alone drives previous study’s results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children’s literacy development depend strongly on the child’s pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, only providing one example of an activity decreases literacy scores by 0.15 standard deviations relative to the original intervention. Literacy scores of children in higher quarters are marginally higher with only one tip per week. We find no positive effects of increasing to five texts per week.
KerkoCite.ItemAlsoKnownAs: 10.3386/w24827 2339240:9CSWFM66 2405685:6R2T8MU5 2405685:76A6BBRX
Keywords: ___working_potential_duplicate

ToffeeTV (ToffeeTV)
The idea of ToffeeTv stems from arduous hours of searching Urdu stories and songs for children. As the search continues the sad realization has set in that
Library Catalog: toffeetv.com KerkoCite.ItemAlsoKnownAs: 2339240:8Z6HWAAJ 2405685:EM797RC8 2405685:JCUVUXJ9

To take learning seriously, start by measuring it - World Bank (World Development Report 2018: Learning to Realize Education's Promise, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1_ch4 2339240:N5G79GAT 2405685:SAHW4P7Y

TMIS Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2405685:A5QMXJBB 2486141:EXFQM3KS

Tiyende! Let’s Walk! - Save the Children (2017)
Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article...
KerkoCite.ItemAlsoKnownAs: 2339240:2DF274TB 2405685:IEJHUQ7J

Titre du rapport - Traore, Moussa (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10935897 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1021 ZenodoArchiveConcept: 10935896
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

Timor-Leste Strategic Development Plan 2011–2030 - Democratic Republic of Timor-Leste (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:G9SGH5NE 2405685:XHYEQSIM

Timor-Leste's Roadmap for Implemention of the 2030 Agenda and the SDGs - Government of Timor-Leste
KerkoCite.ItemAlsoKnownAs: 2339240:ZK78DPVI 2405685:WERULRBE

Timor-Leste Population and Housing Census 2022 Preliminary Results - Government of Timor-Leste (2022)
The 2022 Population and Housing Census is the fourth census to be conducted in Timor-Leste, following the previous censuses conducted in2015, 2010 and 2004 in the post-independence era. It is the first digital census and also the last one to be conducted at ϐive-year intervals, as the next census will be conducted after 10 years, according to international recommendations. The objective of the 2022 census is to provide up-to-date data on the country’s population size and distribution.This information is important for monitoring the implementation of the Timor-Leste Strategic Development Plan 2011 to 2030 and also provides the country’s disaggregated data for Sustainable Development Goals (SDG) indicators.
KerkoCite.ItemAlsoKnownAs: 2339240:R84V75WK 2405685:QJ6U3IUX
Keywords: ⛔ No INSPIRE recid found

Timor-Leste Population and Housing Census 2015 Report - General Directorate of Statistics; UNICEF; United Nations Population Fund (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:R8E5TMSZ 2405685:WGKHDPLN

Timor-Leste: Policy insights from a multi-year teaching and learning study series - Chainey, Jennie; Cassity, Elizabeth (Australian Council for Educational Research, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MMJEN62C 2405685:DVHB7W3F
Keywords: ⛔ No INSPIRE recid found

Timor-Leste Overview - World Bank (The World Bank in Timor-Leste, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IBX3HHMV 2405685:7VBPWTHX
Keywords: ⛔ No INSPIRE recid found

Timor-Leste National Human Development Report 2018: Planning the Opportunities for a Youthful Population - UNDP (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:F43T62UT 2405685:ESYBR8WN

Timor-Leste Labour Force Survey 2021 Report - Government of Timor-Leste (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:W4VNE72G 2405685:FKIGMVVE

Timor-Leste education: Supporting sustainable system-wide reform and school leader capacity-building through collaborative foreign aid - Owen, Susanne; Wong, Debbie (Journal of Educational Change, 2021)
Effective school leadership and ongoing teacher capacity-building are essential aspects of school reform and improving educational outcomes for students in developing countries. This paper examines a Timor-Leste curriculum reform and associated school leader capacity-building and the implementation processes for building sustainability, within the context of research literature regarding effective professional development and successful foreign aid principles. The Timor-Leste leadership program was developed using an interpretivist paradigm and action research, with the authors being program designers and managers embedded in the context. School leader interviews and surveys, meeting notes and monitoring and evaluation reports, also teacher skills and student achievement data, were continuously examined to analyse issues and plan actions and solutions. Findings outline early impacts in relation to changing school leader behaviours, improved teacher skills and increased student literacy and numeracy, while also presenting implementation processes and actions taken to overcome challenges in relation to research-informed foreign aid principles.Given the importance of foreign aid for supporting significant educational improvement in developing countries, this Timor-Leste leadership capacity-building case study provides an example relevant to an under-researched area. While the focus is on one particular country and reform involving curriculum and professional development, the paper has value for other education contexts and system change initiatives which involve collaborations with foreign aid donors.
4 citations (Crossref) [2024-02-28] KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-020-09397-w 2339240:7CBH4P4D 2405685:HCP8M782
Keywords: Foreign aid; International development; School leadership capacity-building; School reform; School-based professional development; ⛔ No INSPIRE recid found

Timor-Leste Demographic and Health Survey 2016 - Ministry of Planning and Finance; Ministry of Health (República Democrática de Timor - Leste, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPSK2EXD 2405685:J6J5AHS5

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

Timor-Leste Country Brief - World Food Programme (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2CZWEQVR 2405685:55FVC264

Timor-Leste at a Glance 2023 - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N5EMDZA2 2405685:CD6WQL6D

Timor-Leste - International Monetary Fund (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4UEYFMAX 2405685:SYJ2M3AL
Keywords: ⛔ No INSPIRE recid found

Timeline - Curious Learning
KerkoCite.ItemAlsoKnownAs: 2339240:VHGVXPFI 2405685:ZUA98K53

Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (UNICEF, 2021)
Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
KerkoCite.ItemAlsoKnownAs: 2405685:ZP685VWV 4042040:9DF5VZLU 4556019:44PQIP2W 4556019:6P6UPZAV
Keywords: Barriers; C:Mozambique; Developing Nations; Educational Change; Educational Policy; Elementary School Teachers; Employee Absenteeism; Foreign Countries; Gender Differences; Influences; Institutional Characteristics; Rural Urban Differences; Sanctions; Teacher Attendance; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Persistence; Teaching Conditions; Time Management; ⛔ No DOI found

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa - Karamperidou, Despina; Brossard, Mathieu; Peirolo, Silvia; Richardson, Dominic (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 2405685:IASB3RWX 4556019:46I4AY4L

Time for a safe back to school in Latin America and the Caribbean - Gabriela Alvarado, Maria (Save the Children International, 2022)
The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...
KerkoCite.ItemAlsoKnownAs: 2339240:TX59R72N 2405685:M4KQ5533

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
KerkoCite.ItemAlsoKnownAs: 2339240:75HR9DSN 2405685:9TLXNWMJ 2405685:FBHX876D

« TICE en Guinée : usages pour de meilleures pratiques en enseignement-apprentissage et en formation » - Le Centre International de Recherche et de Documentation (CIRD); L’Institut Supérieur de Formation à Distance (ISFAD) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5GNUP7Z8 2405685:U8VZADZ7

TIC : la politique nationale réactualisée | adiac-congo.com : toute l'actualité du Bassin du Congo - Loutoumba, Nancy France (Agence d'information D'Afrique Centrale, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:KCYYZF3P 2405685:7N63NI27

Tiblo: a tangible learning aid for children with dyslexia - Pandey, Sumit; Srivastava, Swati (Procedings of the Second Conference on Creativity and Innovation in Design, 2011)
Dyslexia is a learning disability, which affects the ability to read and spell correctly. Special schools for children with dyslexia focus on individual growth, learning and psychological difficulties faced by the child. In this paper, we describe the design, development and testing of Tiblo (Tangible Interactive BLOcks), a tangible learning aid for children with dyslexia in the age group of 8 to 12 years. Tiblo has been specifically designed keeping in mind the psychological and emotional effects of dyslexia. We explain the process and results of an ethnographic study conducted at a school for children with dyslexia; the resulting concept development and prototyping. Further, we outline the testing process with the students at the school and the results of the same. The results showed that the children have a greater engagement in their classroom activities and there is an improvement in their retention abilities on using Tiblo. Also, they had a very strong sense of attachment and ownership towards the blocks and like to personalize it. This was in sharp contrast with other digital learning aids which offer a symptomatic and subject specific approach to aiding children with dyslexia and hence do not develop a personal one to one relationship with the child.
KerkoCite.ItemAlsoKnownAs: 10.1145/2079216.2079247 2339240:99N4A4R8 2405685:ACZ65MR7
Keywords: collaborative learning; design case study; dyslexia; emotional design; interaction design; learning aids; play and learn; tangible user interfaces

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (World Bank Group, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:GTWNV6MT 2405685:U2D68PYR
Keywords: ___working_potential_duplicate

Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (Economics of Education Review, 2018)
We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at $2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15)
Extra URL: http://www.sciencedirect.com/science/article/pii/S0272775717303576 KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2339240:EJ9DHWVT 2339240:TJCEV7VS 2405685:27VSFIJU 2405685:7A2ZCMGH 2405685:PH86GT2T 2534378:CH4WAJDT 2534378:FM4VRQ7G 2534378:X3NNFD6B
Keywords: Classroom observation; Economic development; Economic impact; Educational economics; Randomization; Teacher coaching; __:import:01; __:match:final; __:matched; __:study_id:2425900; ___working_potential_duplicate; __finaldtb

Three Views of Systems Theories and their Implications for Sustainability Education - Porter, Terry; Córdoba, José-Rodrigo (Journal of Management Education, 2009)
Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline.
KerkoCite.ItemAlsoKnownAs: 10.1177/1052562908323192 2339240:5HPUXINS 2405685:U496TYXX

Three Take-Aways on Climate Resilience for Education Systems in East Africa - Simmons, Hannah; Mbugua, Ciku; Barretto, Johnpaul (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14197579 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1070 ZenodoArchiveConcept: 14197578
Keywords: _r:AddedByMyEducationEvidence

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Tara; Ding, Elaine; Molina, Ezequiel; Pushparatnam, Adelle; Wilichowski, Tracy (World Bank, 2020)
shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4
Keywords: ___working_potential_duplicate

Thoughts on “Education and digitisation in development cooperation” - Unwin, Tim (Tim Unwin's Blog, 2020)
Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…
KerkoCite.ItemAlsoKnownAs: 2339240:8X55XW5R 2405685:PW4I6AJR PW4I6AJR

Those Who Understand: Knowledge Growth in Teaching - Shulman, Lee S (1986)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X015002004 10.3102/0013189x015002004 2339240:GM4I5TY8 2405685:F4USAIXP

This organization is creating access to virtual classrooms for children in slums - Salaudeen, Aisha; Patrick, Anita (CNN, 2020)
Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria
KerkoCite.ItemAlsoKnownAs: 2339240:RK22IM6H 2405685:USLJUJBQ

This is PFM - Andrews, Matt; Cangiano, Marco; Cole, Neil; Renzio, Paolo; Krause, Philipp; Seligmann, Renaud (Center for International Development, 2014)
The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention.
KerkoCite.ItemAlsoKnownAs: 2339240:VT6LR8JW 2405685:3N3QBIWY 2405685:MKGM23GI 4656463:9VT4U9X5

This BRCK Will Revolutionize Education In Africa - Shapshak, Toby (Forbes, 2015)
In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...]
Section: Tech KerkoCite.ItemAlsoKnownAs: 2339240:C43YEZGM 2405685:F48ZHXRT

Third submarine cable to boost Internet service - Nakhoul, Shikrallah (BusinessNews.com.lb, 2019)
The aim is to turn Lebanon into a regional hub for Internet distribution
KerkoCite.ItemAlsoKnownAs: 2339240:BZYK8W8T 2405685:IH9QDU8V

THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:BUDHLTVX 2405685:P4TUWEAS

Third Medium Term Plan 2018-2022 - The National Treasury and Planning (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:FG8UXQP8

ThinkZone India - ThinkZone
KerkoCite.ItemAlsoKnownAs: 2339240:SH5FYZZZ 2405685:8ZSENEMB

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

Thinking inside the "Box": Pakistan turns to education TV during Covid-19 - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NSUIHXSL 2405685:4JZ63KJI

Thinking in systems: A primer - Meadows, Donella H. (Chelsea Green Publishing, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:GEWWSVJ2 2405685:QCW9AAW9
Keywords: _C:Austria AUT; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Guatemala GTM; _C:Hungary HUN; _C:India IND; _C:Iraq IRQ; _C:Israel ISR; _C:Japan JPN; _C:Kuwait KWT; _C:Mexico MEX; _C:Netherlands NLD; _C:Poland POL; _C:Romania ROU; _C:South Africa ZAF; _C:State of Palestine PSE; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

Thinking and working politically through applied political economy analysis: A guide for practitioners - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YWJNDWKC 2405685:9C3NYPC8

Thinking and Working Politically - Booth, David (University of Birmingham, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:GD66V3AN 2405685:2Q6Q9SGI

Thinking About Pedagogy in an Unfolding Pandemic - Doucet, A; Netolicky,, D; Timmers, K; Tuscano, F. J (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3MUNJQNG 2405685:GMKXX9GG

Think Scenarios, Rethink Education - OECD (OECD, 2006)
KerkoCite.ItemAlsoKnownAs: 10.1787/9789264023642-en 2405685:QD6BD9GQ

Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707810 2405685:8C79QZUZ 2405685:HM8YRCFL 2405685:Q6J6TH8K
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners - Kao, Matiekase A.; Mzimela, Patience J. (South African Journal of Childhood Education, 2019)
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.
Grade R teachers, Sesotho, Females; shortDOI: 10/ggcr5r KerkoCite.ItemAlsoKnownAs: 10.4102/sajce.v9i1.651 10/ggcr5r 2339240:P4FMJXZX 2405685:4P9K8WRJ
Keywords: Braille; Grade R Learners; Pedagogical Knowledge; Pre-Reading Skills; Technological Knowledge; Visual Impairment

There will be no recovery without empowered, motivated and effective teachers - World Bank (2021)
There will be no recovery without empowered, motivated and effective teachers
KerkoCite.ItemAlsoKnownAs: 2339240:A5HPTSYV 2405685:RH6KQCUY

TheoryOn: a design framework and system for unlocking behavioral knowledge through ontology learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

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

Theory of fluid and crystallized intelligence: A critical experiment - Cattell, Raymond B. (Journal of Educational Psychology, 1963)
The theory of fluid and crystallized intelligence propounded 20 years ago by the author has since accumulated support. However, the crucial issue of whether 1 or 2 general factors subtend intellectual performances has lacked an experiment adequately designed for accurate, determinate, simple-structure rotation at the 2nd order. By factoring culturally embedded with culture-fair intelligence measures on a background of pure personality primaries (N = 277 7th and 8th grade boys and girls), it is shown that 2 general factors indeed exist. A review, with some mathematical formulations, is given of the theory's implications for the nature-nurture ratio, brain injury, standard deviaiton of the IQ, growth curves, the concept of a relational difficulty hierarchy, test standardization, and the relative validities of traditional and culture-fair intelligence tests. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
shortDOI: 10/fs6ptd KerkoCite.ItemAlsoKnownAs: 10.1037/h0046743 10/fs6ptd 1963-07991-001 2339240:TGQK3VJY 2405685:C8ZBFK3U
Keywords: Cognitive Ability; Fluid Intelligence; Intelligence; crystallized intelligence; fluid intelligence; intellectual performances

Theorising Effective Uses of Digital Technology with Activity Theory - Blayone, Todd J. B. (Technology, Pedagogy and Education, 2019)
Effective uses of digital technologies are vital to full inclusion in a network society. Digital-abilities researchers have produced several major frameworks, but these have generally not incorporated socio-contextual perspectives. To explore this lacuna, and engage in a reflective act of theorisation, activity theory is used to conceptualise four sub-systems of digitally mediated action. Eschewing technological determinism, humans are positioned as active agents capable of identifying, taking up, modifying and even subverting established technology uses in pursuit of meaningful objectives. At the same time, attention is given to contextual conditions shaping diverse activity systems supported by assemblages of humans and machines. Having theorised effective digital-technology uses through the lens of activity theory, the author reflects on this conceptual apparatus itself. In so doing, activity theory is characterised as a fertile, if complex and contested, future-oriented tradition that challenges individual-social dichotomies and addresses both humans and machines as mediators of activity, development and learning.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1645728 2339240:5T4VKUGM 2405685:KTIRVW7U
Keywords: Automation; Computer Use; Cultural Influences; Educational Technology; Group Activities; Information Technology; Man Machine Systems; Social Theories; Technology Uses in Education

Theories of Change in International Development: Communication, Learning, or Accountability? - Craig Valters (2014)
KerkoCite.ItemAlsoKnownAs: 2281034:IQABMJRF 2405685:PZ42WCEB 2447227:3JH8VATA

Theories of Change in International Development: Communication, Learning, or Accountability? - Valters, Craig (2014)
Critically analysing assumptions is a much needed endeavour in international development policy and practice: existing management tools rarely encourage critical thinking and there are considerable political, organisational and bureaucratic constraints to the promotion of learning throughout the sector. The Theory of Change approach – an increasingly popular management tool and discourse in development – hopes to change some of that. This approach explicitly aims to challenge and change implicit assumptions in world views and programme interventions in the lives of others, yet little is known about the extent to which it really does so. This paper provides a much needed analysis of how Theories of Change are used in the day-to-day practice of an international development organisation, The Asia Foundation. They use the approach in three ways: to communicate, to learn and to be held accountable, which each exist in some tension with each other. Creating Theories of Change was often found to be a helpful process by programme staff, since it provided a greater freedom to explain and analyse programme interventions. However, the introduction of the approach also had some troubling effects, for example, by creating top-down accounts of change which spoke more to donor interests than to the ground realities of people affected by these interventions. Ultimately, this paper argues that while a Theory of Change approach can create space for critical reflection, this requires a much broader commitment to learning from individuals, organisations, and the development sector itself.
KerkoCite.ItemAlsoKnownAs: 2339240:PV2LFWGU 2405685:M3EQF58T

Theoretical Saturation - Morse, Janice M. (The SAGE Encyclopedia of Social Science Research Methods, 2004)
shortDOI: 10/ghgngx KerkoCite.ItemAlsoKnownAs: 10.4135/9781412950589.n1011 10/ghgngx 2339240:WU6CXMH6 2405685:35ISXFGA

Theme 5: Teaching and Learning Materials (Professional Development Guide For Student Teachers) - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:Q6V7CX64

Thematic review: Educational technology - Girls Education Challenge (Department for International Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NA8KXCUL 2405685:THTBI2F2

Thematic brief gender, education and training | Capacity4dev - Vila, Blerina (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7VY9AHTJ 2405685:GLK8QDVU

Thematic Analysis: Striving to Meet the Trustworthiness Criteria - Nowell, Lorelli S.; Norris, Jill M.; White, Deborah E.; Moules, Nancy J. (International Journal of Qualitative Methods, 2017)
As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis.
shortDOI: 10/gfzk5k KerkoCite.ItemAlsoKnownAs: 10.1177/1609406917733847 10/gfzk5k 2339240:MA82VRXM 2405685:N7WTRMQI

Thematic Action Track 4 on ‘Digital learning and transformation’ - United Nations Transforming Education Summit (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:HLN23XCE

The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI

The world is off track in achieving the global education goal, SDG4 - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9

The World Factbook - Central Intelligence Agency
EdTechHub.ItemAlsoKnownAs: 2405685:SE9ABCD8

The World by Income and Region - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:SYQ7GMG5

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.
Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:GGXFDY2S

The World Bank in Vietnam: Overview - World Bank
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.
KerkoCite.ItemAlsoKnownAs: 2405685:R86H8HE7

The World Bank in Vietnam - World Bank (World Bank, 2024)
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.
KerkoCite.ItemAlsoKnownAs: 2339240:IJRUZTDP 2405685:CPHL6EHT

The World Bank in Timor-Leste - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6UT6Y2T9 2405685:5RH63IIS

The World Bank in Tanzania - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:SITB45TD 2405685:IQDLBI95

The World Bank in Malawi - World Bank (World Bank, 2022)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.
KerkoCite.ItemAlsoKnownAs: 2339240:824ICBPH 2405685:MR9UQSNI

The World Bank in Ghana - World Bank (World Bank)
The World Bank Group aims to help Ghana sustain economic growth, surpass the goal of halving poverty by 2015, and maintain its middle income status.
KerkoCite.ItemAlsoKnownAs: 2405685:5K3DUBUG

The World Bank in Eastern and Southern Africa: Development news, research, data - World Bank (World Bank, 2023)
Home to about 700 million of Africa’s people, the World Bank’s Eastern and Southern Africa Region is a geographically, culturally and economically diverse region of 26 countries stretching from the Red Sea in the North to the Cape of Good Hope in the South.
KerkoCite.ItemAlsoKnownAs: 2339240:WHSAUIK2 2405685:P7WT2Z5S
Keywords: ⛔ No INSPIRE recid found

The World Bank DataBank - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:4HJUNQK2 2405685:GVW6NUES

The work lives of disabled teachers: Revisiting inclusive education in English schools - Ware, Hannah; Singal, Nidhi; Groce, Nora (Disability & Society, 2022)
Globally there is a focus on ensuring a more diverse teaching workforce ensuring representation across gender, sexual orientation, race and ethnicity. However, little attention is paid to ensuring the inclusion of disabled teachers. This paper examines the work lives of ten disabled teachers in schools across England. Their experiences suggest that whilst there is a strong discourse on inclusive education within English schools and policies this does not necessarily extend to disabled teachers themselves. Whilst the disabled teachers participating in this research demonstrated ways in which their presence disrupted normative notions of able-bodiedness in education and they actively created spaces for inclusive learning, the majority also reported facing significant discrimination and barriers whilst at work. Urgent change is needed to support disabled teachers to access effective training as well as the removal of barriers to enable disabled teachers to remain in the workforce and progress their careers.
KerkoCite.ItemAlsoKnownAs: 10.1080/09687599.2020.1867074 2339240:HI9LPNZD 2405685:3IHQ77UW

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:8IFRAZ4E 2405685:8TPT289N
Keywords: Systems Framework

The Waterfall Model in Large-Scale Development | SpringerLink - Petersen, Kai; Wohlin, Claes; Baca, Dejan (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:CUTJVXRU 2405685:AAQZP9JA

The voices of children and youth in Tanzania's COVID-19 response - Ngutuku, Elizabeth (Africa at LSE, 2020)
Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community.
KerkoCite.ItemAlsoKnownAs: 2339240:ULLR648B 2405685:ZH84J8YI

The Views of University Students About the Achievements and Motivations of the Distance Education Process During the Pandemic Period - Güldal Kan, Şebnem; Çaltıkuşu, Çilem; Şensoy, Şeniz (Propósitos y Representaciones, 2021)
The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.
KerkoCite.ItemAlsoKnownAs: 10.20511/pyr2021.v9nSPE3.1165 2339240:3524XZX7 2405685:AE8RCH6V

The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education - Sarfo, Frederick Kwaku (Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007)
Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.1109/icalt.2007.255 10/fpzwx6 2339240:85JT2CKA 2405685:L4RXKRZF

The value of language skills - Grenier, Gilles (IZA World of Labor, 2015)
shortDOI: 10/ghgn52 KerkoCite.ItemAlsoKnownAs: 10/ghgn52 2405685:2S696UER

The Use of Web 2.0 Tools in Mother-tongue Instruction: Teachers’ Experiences - Üzeyir, Süğümlü; Serkan, Aslan (International Journal of Education & Literacy Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MGWBIBTL 4042040:F9TJAADU
Keywords: ⛔ No DOI found

The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic - McBurnie, Chris (EdTech Hub, 2020)
This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.
ZenodoArchiveID: 5652169 previousZenodoArchiveID: 3805843 previousshortDOI: 10/gg7sqk previousDOI: 10.5281/zenodo.3805843 EdTechHub.Copy: 2129771:DQLDNQGU shortDOI: 10/gg7sqk KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3805843 10.5281/zenodo.3805843 10.53832/edtechhub.0023 10/gg7sqk 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2339240:QGMNZZER 2405685:53YEZE6A 2405685:933PQ5Q6 2405685:MHEB7LKZ 2405685:WBNK52L7
Keywords: COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The Use of Video in Teacher Professional Development Design, Implementation and Impact Evaluation of an Innovative In-service Course for Mathematics Teachers in Indonesia - Ragatz, Andrew B.; Sugiarti, Susie; Iskandar, Susiana (World Bank, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:YYLBDFVL 2405685:8WVE9V2U

The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya - Otieno, Jennifer; Kaye, Tom; Mbugua, Wanjiku (EdTech Hub, 2023)
Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7781293 ZenodoArchiveConcept: 7781292 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7781293 10.53832/edtechhub.0159 2405685:GS45WQWR
Keywords: _r:AddedByZotZen

The use of technology to continue learning in Palestine disrupted with COVID-19 - Shraim, Khitam; Crompton, Helen (Asian Journal of Distance Education, 2020)
This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4292589 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2339240:UPV8PJBB 2405685:5RN8D4UA 2405685:6HK5A9NC 2405685:TZG4FQJL
Keywords: Online learning; technology; COVID-19; pandemic; emergency remote teaching; covid-19; emergency remote teaching; online learning; pandemic; technology; ⛔ No DOI found

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

The use of technology in hybrid learning for student with special needs - Sarwendah, Ade Putri; Azizah, Nur; Mumpuniarti, Mumpuniarti (Journal of Education and Learning (EduLearn), 2023)
KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v17i2.20810 2339240:B5GU9HBR 2405685:T2X4XT4J
Keywords: ⛔ No INSPIRE recid found

The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence - Jordan, Katy; Damani, Kalifa; Myers, Christina; Zhao, Annette (Proceedings of the Tenth ACM Conference on Learning @ Scale, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1145/3573051.3596172 2339240:YW4HVVTD 2405685:82DMJDK6 2405685:ZBTT8ST5

The Use of Learning Assessment Data. Ghana - UNESCO Institute for Statistics (UIS, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V6M9FYDV 2405685:Q8QGX967

The use of Interactive White Boards to support refugee learners - Ramesh Vasudevan, Sharanya; Handigol, Apoorva (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15692961 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1123 ZenodoArchiveConcept: 15692960
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

The Use of Instructional Technology in Private Schools and National Education Policy - Ali, Zulfiqar; Ghani, Fazal; Ali, Arshad
Audio Visual Aids (A.V. Aids) are devices, which are used in teaching to make the learning experience more effective and dynamic. A.V. Aids have made improvements in learning process through involving the sense of hearing and/or sense of sight. The history of the A.V aids can be traced back to the Greek period, however, the technological advancement brought new innovations in the form of computer assisted programs and accessories. In comparison with developed countries, the developing countries including Pakistan experience the lack of modern A.V. Aids as well as the required technical know-how for their effective use. The aim of this paper is to explore the use of A.V. Aids, their type, teachers’ training for their effective use, policy imperatives and role of private public schools in adoption of A.V. Aids in education in private schools in district Peshawar, KP province. To achieve objectives of the study, data was collected from teachers of private schools through close and open ended questionnaire. Information was also collected from books, government’s reports, published research and internet. The findings show that A.V. Aids are used in all private schools in some form. However, there is no system to give formal training to teachers about the proper and effective use of A.V. Aids. The major A.V Aids used in schools are chalk board and white board, while about 60 % schools were found using pictures, maps, models charts and multimedia. The paper gives practicable suggestions to widen the use of A.V. Aids and enhance their effectiveness in education.
KerkoCite.ItemAlsoKnownAs: 2339240:DN5U4USA 2405685:5RPFEQUZ

The Use of Information and Communications Technology (ICT) To Improve Access to In-Service Teacher Education Programmes For Educational Development in Pakistan - D‘CRUZE, Melaine (The Turkish Online Journal of Distance Education, 2009)
The use of ICT and distance education in the delivery of professional developmentprogrammers for in-service teachers to improve access to educational opportunitiesis explored in this article. Further, the link between teacher development and thedevelopment of human capital to aid educational and national development isdiscussed. The role of ICT and distance education is highlighted in enabling thisventure which eventually leads to overall educational and national development.
KerkoCite.ItemAlsoKnownAs: 2339240:8HUGUZKS 2405685:ZSFVUL79
Keywords: ⛔ No DOI found

The Use of Information and Communication Technology (ICT) for Knowledge Management in the Second Cycle Educational Institutions in Ghana - Ohemeng, Patrick; Twum, Edward; Nii, Isadore (International Journal of Computer Applications, 2015)
Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.
KerkoCite.ItemAlsoKnownAs: 10.5120/ijca2015906600 2339240:MY59MT5E 2405685:R9EMPF5Y

The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities: an evaluation of the evidence base according to the What Works Clearinghouse standards - Kim, Min Kyung; McKenna, John William; Park, Yujeong (Remedial and Special Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/0741932517693396 2339240:M673GYW8 2405685:PC4NHG5G

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).
10.5281/zenodo.4913283 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0048 10.53832/edtechhub.0049 2339240:487NSL2N 2339240:96WXZFG3 2339240:BXUFCQ98 2339240:QUJFSUDE 2405685:4NFT3P7H 2405685:MZSKKWUZ 2405685:NVIUXYC6 2405685:PIXT9J66 2405685:RL5CTZU3 2405685:U8GMZZ48 2486141:7MQA6V3G 4656463:6378IJC5 4656463:TD3MYCHJ
Keywords: _EdTechHub_Output; _MELA_seen

The Use and Usefulness of School Grants: Lessons From Uganda - Kayabwe, Samuel; Elior, Joseph (UNESCO, 2014)
In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.
KerkoCite.ItemAlsoKnownAs: 2339240:76KMJWC2 2405685:XNQ3E3DI 4656463:46AX7F65

The Use and usefulness of school grants: lessons from Ethiopia - Kelil, Kedir; Jebena, Desalegn; Dufera, Derebssa; Abdi, Kasan; Wolde, Seife (UNESCO, 2014)
In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.
KerkoCite.ItemAlsoKnownAs: 2339240:9KTBWP9D 2405685:TLDJM7DH 4656463:VYTFM4T6

The Use and Misuse of Computers in Education: Evidence from a Randomized Controlled Trial of a Language Arts Program - Barrera-Osorio, Felipe; Linden, Leigh L (2009)
This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students’ test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:2B5GGTLG 2339240:9GDU893D 2405685:EJCKQUGC 2405685:PWS6BFPA
Keywords: ⛔ No DOI found

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

The Urgent Need to Focus on Foundational Skills - World Bank (2021)
The urgent need to focus on foundational skills
KerkoCite.ItemAlsoKnownAs: 2339240:6SWW2M8X 2405685:X8SFP7AT

The University Research System in Pakistan - British Council (2018)
With the support of the Higher Education Commission of Pakistan and the British Council, Knowledge Platform conducted in 2018 a seminal research project titled The University Research System
KerkoCite.ItemAlsoKnownAs: 2339240:FZNEBDL7 2405685:U6LB4RQA

The tyranny of national averages - Burke, Marshall (Medium, 2019)
Marshall Burke and Apoorva Lal, AtlasAI
KerkoCite.ItemAlsoKnownAs: 2339240:T8VCAZG2 2405685:7S7TEAT5 7S7TEAT5

The True Cost of Freemiums in Edtech - Levine, Elliott (EdTech Digest, 2019)
An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]
KerkoCite.ItemAlsoKnownAs: 2339240:I9AWBSIU 2405685:SXL6X7IC

The True Cost of Freemium - Ferry, Anna (CPO Magazine, 2018)
Section: Data Privacy KerkoCite.ItemAlsoKnownAs: 2339240:IUSPGZNA 2405685:RR5WASM6

The trials of evidence-based practice in education: a systematic review of randomised controlled trials in education research 1980–2016 - Connolly, Paul; Keenan, Ciara; Urbanska, Karolina (Educational Research, 2018)
Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake RCTs in education; RCTs are blunt research designs that ignore context and experience; RCTs tend to generate simplistic universal laws of ‘cause and effect’; and that they are inherently descriptive and contribute little to theory.Purpose: This article seeks to assess the above four criticisms of RCTs by considering the actual evidence in relation to the use of RCTs in education in practice.Design and methods: The article is based upon a systematic review that has sought to identify and describe all RCTs conducted in educational settings and including a focus on educational outcomes between 1980 and 2016. The search is limited to articles and reports published in English.Results: The systematic review found a total of 1017 unique RCTs that have been completed and reported between 1980 and 2016. Just over three quarters of these have been produced over the last 10 years, reflecting the significant increase in the use of RCTs in recent years. Overall, just over half of all RCTs identified were conducted in North America and a little under a third in Europe. The RCTs cover a wide range of educational settings and focus on an equally wide range of educational interventions and outcomes. The findings not only disprove the claim that it is not possible to do RCTs in education but also provide some supporting evidence to challenge the other three key criticisms outlined earlier.Conclusions: While providing evidence to counter the four criticisms outlined earlier, the article suggests that there remains significant progress to be made. The article concludes by outlining some key challenges for researchers undertaking RCTs in education.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131881.2018.1493353 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1493353 2339240:IGPCB9G7 2405685:2CVG8HCS
Keywords: Correction; RCT; Systematic reviews; context; education; educational settings; theory

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5
Keywords: ___working_potential_duplicate

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10/gftr32 2339240:CKY3C4AK 2405685:7I9NQ7GL
Keywords: ___working_potential_duplicate

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts.
Publisher: Routledge _eprint: https://doi.org/10.1080/19415257.2013.766232 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 2339240:4SYER8H6 2405685:3WMSFI3D
Keywords: English in Action; communicative language teaching; mobile phones; open distance learning; school-based professional development (SBPD); teachers’ continuing professional development (CPD)

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SLADUHSN 2405685:6K54KZ57

The" thinking" in systems thinking: Seven essential skills - Richmond, Barry (Pegasus Communications, 2000)
KerkoCite.ItemAlsoKnownAs: 2339240:4KMEV2W3 2405685:9WLQREGL

The Technological, Economic, and Social Contexts for Educational ICT Policy - Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:N2EB24KY 2405685:IEN4NFX3

The Technological, Economic, and Social Contexts for Educational ICT Policy - UNESCO; Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:W6QPK38G 2405685:47SEME47

The teaching of polar coordinates with dynamic mathematics software - Zengin, Yilmaz; Tatar, Enver (International Journal of Mathematical Education in Science and Technology, 2015)
The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics Education Program of a state university in Turkey. Data collection tools comprised a knowledge test of polar coordinates and administration of a semi-structured interview form developed by the researchers who conducted the study using an embedded design as part of a mixed-method research. The results of data analysis showed that the computer-assisted instruction method in which dynamic mathematics software was used positively contributed to the success of pre-service teachers in understanding the subject of polar coordinates. Furthermore, it was found that pre-service teachers supported the use of this method in lessons as it provides visualization, increases retention, concretization of abstract mathematical structures, better understanding and learning, and creates an interesting and interactive learning environment.
Place: London Publisher: Taylor & Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2014.904529 2339240:ZX8C4R7A 2405685:BZA3JJCK 2534378:M4HRMT6F 2534378:NGUDH5NZ 2534378:RLEEVC39 2534378:TBWXLVMH
Keywords: ADULTS; COMPUTER assisted instruction; Computer Assisted Instruction; Computer Software; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Foreign Countries; Higher Education; Knowledge Level; MATHEMATICS education (Secondary); MATHEMATICS education – Aids & devices; MATHEMATICS software; Mathematical Concepts; Mathematics; Mathematics Instruction; Mathematics Skills; Mixed Methods Research; POLAR coordinates (Mathematics); Postsecondary Education; Preservice Teachers; Pretests Posttests; SECONDARY education; STUDENT teachers; Scores; Semi Structured Interviews; Software; Student Teacher Attitudes; Student teachers; TEACHING methods – Evaluation; TEENAGERS; Teaching; Teaching Methods; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2099919; __finaldtb; computer-assisted instruction method; dynamic mathematics software; polar coordinates; pre-service teachers

The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education - Teachers' Research Exchange (National Forum for the Enhancement of Teaching and Learning in Higher Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MBS83S74 2405685:M6FU72GG

The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh: Facilitating nationwide networking and digital multimedia content for 40,000 schools - Hansson, H; Sultana, S; Sarwar, A; Ahmed, F; Uddin, R; Saha, P; Islam, G; Islam, M (International Journal of Education and Development using ICT, 2018)
The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:YUIF5MMJ 2405685:ZSXBG9LT
Keywords: ⛔ No DOI found

The Teachers’ Portal as a Tool for Teachers’ Professional Development in Bangladesh - Prime Minister's Office: Bangladesh (Access to Information Programme: Government of the People's Republic of Bangladesh; UNDP; USAID)
KerkoCite.ItemAlsoKnownAs: 2339240:HDPB587M 2405685:WVA2A26F

The Teachers’ Digital Literacy: Determining Digital Divide in Public Basic Schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Information Literacy: Moving Toward Sustainability)
This study explored the role of the teacher’s digital literacy (TDL) among other schools’ digital culture (SDC) components in determining Digital Divide (DD) among Ghana’s basic schools. A paper-based survey was conducted with teachers and head-teachers from randomly sampled 17 basic schools in various locations in Ghana. The questionnaire was adopted from the Institute for Capacity Building – UNESCO and EU rubrics for measuring ICT in education; and explored nine Digital Culture components including TDL. Data were analysed using K-means Clustering, Correlation analysis, Discriminant analysis, and Independent-samples T-test. The schools were clustered based on SDC components into two DD groups; the principal influencing factors were Teachers’ digital literacy and ICT related policy documents. The school groups particularly differed based on whether they not only had the digital literacy competences, but also applied these competences in their teaching and professional development in schools. We argue that in spite of training for TDL, many schools still lack other digital culture components, and this may hinder them in applying ICT in their schools.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-28197-1_16 2339240:S8VTWQF7 2405685:HS2UFZ4L
Keywords: Digital divide; Digital literacy; Information literacy; School digital culture; Teacher digital literacy

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2339240:K8K3HH88 2405685:JYDRFRHV 2405685:LR6N966K 2405685:YMKMBLNW 2486141:5RFTC82M 4556019:2UB9U5R4
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

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

The Systems Approach in Education - Gupta, Swati; Gupta, Amit (International Journal of Management, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:KAQRJD8J 2405685:C2W5JGAU 2405685:DHK64PHH
Keywords: ⛔ No DOI found

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

The systems approach - Churchman, Charles West (Delta, 1968)
KerkoCite.ItemAlsoKnownAs: 2339240:7XDS7VTZ 2405685:KXD2AK5G

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

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

The successful education sector development in Tanzania – comment on gender balance and inclusive education - Okkolin, Mari-Anne; Lehtomäki, Elina; Bhalalusesa, Eustella (Gender and Education, 2010)
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09540250802555416 KerkoCite.ItemAlsoKnownAs: 10.1080/09540250802555416 2339240:7Z3K4YGB 2405685:I6TUSX4P
Keywords: Tanzania; disability; education; educational outcomes; gender; inclusive education

The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use - Hamilton, Erica; Rosenberg, Joshua; Akcaoglu, Mete (TechTrends, 2016)
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts.
zotzenLib.CopiedFrom: 2339240:W3GKLWDB KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-016-0091-y 2339240:W3GKLWDB 2405685:XWI5T9XF

The students learning from home experiences during Covid-19 school closures policy in Indonesia - Putra, Purniadi; Liriwati, Fahrina Yustiasari; Tahrim, Tasdin; Syafrudin, Syafrudin; Aslan, Aslan (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
This article analyzed the learning experience of students at home during the school closing period in response to the Covid-19 pandemic in Indonesia. Through this study, an in-depth understanding of the life experiences, perceptions, and motivation of students were obtained from either the school or their parents. These outputs would be input into policy making and solving learning problems towards a new normal era. Now the school closures have been running for almost seven months and it almost about to reopening this mid-August 2020. To understand this phenomenon issue, some data searching have been performed ranging from daily papers, academic journal, and educational related literature. The data search then analyzed under the phenomenological application approach. Compiling the existing data and students voices, this study showed that the students learning experiences during six month learning from home responding the national policy stopping the corona virus spreading can be reported based on 10 websites visited have expressed their best coverage over students learning difficulty and challenge from different perspectives. Most websites mentioned students hardship in learning from home caused the lack of learning resources such not access to internet and parents ability to support their children learning. Keywords: School Closures Policy In Covid-19, Covid-19, Learning Online
KerkoCite.ItemAlsoKnownAs: 10.25217/ji.v5i2.1019 2405685:L7D2FYFV

The Student Attitudes Survey - Queen Rania Foundation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:MR6MF28B

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

The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics - Aauw (AAUW : Empowering Women Since 1881, 2021)
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.
KerkoCite.ItemAlsoKnownAs: 2339240:BFKLH3RF 2405685:EVC72RBB

The status of early childhood education in Pakistan: Inside stories - Khan, Afzal (Contemporary Issues in Early Childhood, 2018)
This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.
KerkoCite.ItemAlsoKnownAs: 10.1177/1463949118757049 2339240:EGKJGMSG 2405685:CTRU98H8

The State of the World’s Children 2015 - UNICEF (The State of the World’s Children 2015: Reimagine the future, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:IBR4DL2A 2405685:UPD2FIB9

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

The State of the Global Education Crisis: A Path to Recovery. - World Bank; UNESCO; UNICEF (2021)
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."–The World Bank website
KerkoCite.ItemAlsoKnownAs: 2339240:2XRTUYDC 2339240:LTHF5A7Z 2339240:YVUFRD28 2405685:6VY4DUDI 2405685:D4UWQ8K9 2405685:ZPIAXKQS

The State of ICT in Mozambique 2018 - Gillwald, Alison; Mothobi, Onkokame; Rademan, Broc (Research ICT Africa, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V2EULQWJ 2405685:H466JLKG
Keywords: ⛔ No INSPIRE recid found

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

The State of Global Learning Poverty: 2022 Update - World Bank (World Bank, 2022)
The State of Global Learning Poverty: 2022 Update
KerkoCite.ItemAlsoKnownAs: 2339240:8XRWMD8B 2405685:BQFEE7KS 4656463:2FJXQN8F 4656463:BX56TZU7

The state of education in urban slums of Bangladesh - Khondoker, Zarine Anan (BRAC Institute of Governance and Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KQ6BMYBH 2405685:BWLXUGA2

The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)
This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.
Accepted: 2020-07-22T15:15:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/34156 2339240:AVNTZGZL 2405685:GTYUQIGH 4656463:KHGL8RB9
Keywords: Education Quality; Education Reform; Learning Poverty; Results-Based Financing; Secondary Education

The State of Broadband: Tackling digital inequalities A decade for action - International Telecommunication Union; UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:AW6WMVMN 2534379:U8MIKVY2

The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development - Rehn, Nicki; Maor, Dorit; McConney, Andrew (Technology, Pedagogy and Education, 2018)
The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2018.1483265 2405685:FP425A4V
Keywords: K–12; Videoconferencing; distance education; instructional technology; teacher roles

The SolarSPELL Offline Digital Library - Linzy, Kristen; Hosman, Laura (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:WIRDBPRN
Keywords: ⛔ No DOI found

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X

The socio-economic impacts of Ebola in Liberia : results from a high frequency cell phone survey round five - Kastelic, Kristen Himelein; Kastelic, Jonathan (World Bank Group, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8Y4MRZH 2405685:2SXN3JHI

The social support networks stepping up in coronavirus-stricken China - You, Mi (openDemocracy, 2020)
Below the sweeping centralized measures, decentralized networks have provided relief to thousands.
Library Catalog: www.opendemocracy.net KerkoCite.ItemAlsoKnownAs: 2339240:RPQ9TGML 2405685:X6YHI3T3 X6YHI3T3

The Social Life of Technology: An Ecological Analysis of Technology Diffusion in Schools - Zhao, Yong; Lei, Jing; Frank, Kenneth A. (Pedagogies: An International Journal, 2006)
shortDOI: 10/d7h88f KerkoCite.ItemAlsoKnownAs: 10.1207/s15544818ped0102_5 10/d7h88f 2339240:5VZLQSJV 2339240:WS4YPJXX 2405685:CXPZTPRP 2405685:RZ7JQCIS

The Social Cash Transfer Programme (SCTP) - Government of Malawi; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2

The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid - James, Jeffrey (The Information Society, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q 2339240:3X8K6I3K 2405685:AJKCCYS4 2405685:TDKXCJSI

The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory - Snyder, Sean (2013)
This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers.
Series: OECD Education Working Papers Volume: 96 zotzenLib.CopiedFrom: 2339240:4NV7VJ5R KerkoCite.ItemAlsoKnownAs: 10.1787/5k3txnpt1lnr-en 2339240:4NV7VJ5R 2405685:86KPU7TF

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2405685:K8W49AUJ

The Scheme: The Minimization of Child Marriage and Consanguineous Marriage in Ethnic Minority Areas Period 2015-2025 - UN Women Viet Nam (UN Women, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T4A2Y5YJ 2405685:KU23WHFP

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (2022)
Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
Accepted: 2022-11-07T13:27:21Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2405685:LDWAQKHF

The Sandbox Handbook v1.0: A guide to growing and testing EdTech ideas - Rahman, Asad; Carter, Alice; Plaut, Daniel; Dixon, , Dixon; Salami, Taiye; Schmitt, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5120788 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5120788 10.5281/zenodo.5142473 2405685:3C8VWLJP 2405685:772S7Z4R 2405685:CW2FHVT8
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodo:submitted

The Salamanca Statement and Framework for Action on Special Needs Education - Spain. Ministerio de Educación y Ciencia (1994)
KerkoCite.ItemAlsoKnownAs: 2339240:W3UI2IIX 2405685:YFBR7ZT8

The Role Played by Parents in the Abrupt Transition to Online Education During the Covid-19 Pandemic - Sharmacharya, Ratan (2021)
Publisher: Georgia Institute of Technology KerkoCite.ItemAlsoKnownAs: 2405685:QA6TSP7N
Keywords: ⛔ No DOI found

The role of video in teacher professional development - Marsh, Brian; Mitchell, Nick (Teacher Development, 2014)
shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2339240:6U4RC34H 2339240:NUKR7Z5G 2405685:AT5BDZWD 2405685:PUT3TV3R 2405685:QX23PU84

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

The role of technology in addressing personalized learning - Andra, Nishitha (The University of Texas at Austin, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:W6AUBHCA 2405685:366DT2GB

The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:BRF8CHGE 2405685:W69J3H2I

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

The role of nongovernmental organizations in primary education: a study of six NGOs in India - Jagannathan, Shanti (Robert McNamara Fellowships Program, World Bank Institute, 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:9T4Z9KYJ 2405685:RLLN4D4J

The role of mobile learning on the learning environment shifting at high school in Indonesia - Sulisworo, Dwi; Toifur, Moh (International Journal of Mobile Learning and Organisation, 2016)
This research is the result of a multi-year research since 2013-2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today's learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.
23 citations (Crossref) [2024-04-29] Publisher: Inderscience Publishers KerkoCite.ItemAlsoKnownAs: 10.1504/IJMLO.2016.077864 2339240:B86TKAZR 2405685:GUU89CJF
Keywords: Indonesia; collaborative learning; cooperative learning; educational technology; high schools; learning management systems; m-learning; mobile learning; physics education; ⛔ No INSPIRE recid found

The role of mobile learning in promoting global literacy and human rights for women and girls. - Dunkerly-Bean, Judity M.; Crompton, Helena (Handbook of Research on the Societal Impact of Digital Media, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:N8M6LR3U 2405685:XDJCU6YY

The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa - Essien, Anthony (African Journal of Research in Mathematics, Science and Technology Education, 2018)
The purpose of this study was to provide a systematic review of research that has been carried out between 2006 and 2016 on the role of language in early grade (Grades 1–4) mathematics teaching and learning in three countries—Kenya, Malawi and South Africa. These countries were selected because they have similar characteristics: teaching and learning occur in a multilingual context; their language in education policies are similar; transition from mother tongue to English happens during the early grades; and most of the learners learn mathematics in English—a language which for most is not their first/home language. Research outputs between 2006 and 2016 from the three countries were sourced from peer-reviewed mathematics and general education journals, monitoring and evaluation reports, and book chapters. Findings from the study revealed that there is a lack of longitudinal studies that investigate the impact of language on the teaching and learning of mathematics and that there are few studies on how teachers are and should be trained to teach mathematics in the early grades. The study also found that the implementation of the language in education policies in the three different focus countries is fraught with difficulties owing to a number of factors, amongst them the fact that the indigenous languages are not yet fully developed as academic languages. Finally, existing literature highlights the importance of the use of code switching and the provision of materials in the home language(s) of early graders. Recommendations regarding policy/curriculum, teacher education and pedagogic practices are made.
KerkoCite.ItemAlsoKnownAs: 10.1080/18117295.2018.1434453 2405685:IWGA86UZ 4042040:U3N3KGSI

The role of Kilimani Sesame in the healthy development of Tanzanian preschool children - Borzekowski, Dina L. G.; Macha, Jacob E. (Journal of Applied Developmental Psychology, 2010)
Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention; those with the greatest receptivity to Kilimani Sesame performed the best after the intervention, controlling for baseline scores, sex, age, location, and general media receptivity. This study shows that an educational media intervention directed towards very young children can have an impact on their healthy development, even in locales where populations have minimal resources and face extreme hardships.
shortDOI: 10/dfhqrx KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2010.05.002 10/dfhqrx 2339240:DVE3B5Y9 2405685:FD5BZ3BI 2405685:I5UGE5MK
Keywords: African children; Educational television; Literacy; Media receptivity; Preschool children; Sesame Street

The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes - Al-Samarrai, Samer; Lewis, Blane (World Bank, 2021)
The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.
Accepted: 2021-06-28T14:28:37Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1693-2 2339240:6R2LBJUB 2405685:RN7PVKFV 4656463:K5KKTKWC
Keywords: Education; Education Equity; Education Finance; Education Outcomes; Education Spending; Fiscal Decentralization; Fiscal Transfers; Public Expenditure

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707808 2405685:PBKNDCEU
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707814 2405685:5ZVJ2YZ5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The role of government and NGOs in slum development: the case of Dhaka City - Habib, Enamul (Development in Practice, 2009)
This article addresses the situation of slums in Dhaka City in relation to government and NGO mechanisms and priorities for slum development and upgrading. It concludes with specific suggestions for better slum management in the Bangladesh capital.
Publisher: [Taylor & Francis, Ltd., Oxfam GB] KerkoCite.ItemAlsoKnownAs: 10.1080/09614520802689576 2339240:V34LB5LZ 2405685:UMWM9PHR

The Role of Evidence in Policymaking in Pakistan: Political Economy Analysis Report - Ahmed, K; Ahmed, V; Javed, S.A.; Jillani, A; Khan, A; Khaver, A.A; Nadeem, U; Pellani, A; Shah, Q; Shaxson, L; Suleri, A.Q; Zaidi, A; et al. (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4HQCSPQ6 2405685:T6TKT6E7

The Role of Educational Technology in Upgrading Teacher Education in Pakistan - Abbasi, M. Hashim; Millar, Alex C. (1996)
This paper outlines a joint Asian Bank/Pakistan Ministry of Education project designed to upgrade the state of teacher education and to improve the quality, status, and professional self-esteem of Pakistan's teachers. The main strategies identified by the Project for priority attention include: structural changes through the creation of four new types of teacher education institutions in each of the provinces; development of the main teacher education pre- and in-service courses; increased output and improved standard of teachers at all levels; development and implementation of a Total Educational Technology Plan; and upgrading and strengthening of existing Government Colleges for Elementary Teachers and Government Colleges of Education. Educational technology is a key element designed to assist in achieving the Project's major goals and objectives. Needs analysis produced recommendations geared for: target population; new teacher education courses; allocation of electronic media; teacher/principal attitudes towards the equipment and software; potential sources of software; availability of ancillary funding; specialist educational technology assistance for teachers; developing a profession of educational technology interested people; storage and access for hardware and software; roles of Mobile Training Units; and overseas lessons on the application of educational technology. (AEF)
KerkoCite.ItemAlsoKnownAs: 2339240:C7EXI7BY 2405685:ZRKLFKUR
Keywords: Educational Change; Educational Development; Educational Finance; Educational Strategies; Educational Technology; Elementary Secondary Education; Foreign Countries; Higher Education; Needs Assessment; Professional Development; Program Improvement; Resource Allocation; Schools of Education; Teacher Attitudes; Teacher Education; Technology Planning

The role of e-learning during martial law: The Ukrainian experience - Kaminskyy, Valery (E-Learning Innovations Journal, 2024)
The research aim is to reveal the role of e-learning during Martial law by the example of Ukrainian experience. It focuses on the following objectives: to outline the advantages and challenges of e-learning; to describe the peculiarities of implementation of e-learning at the different levels of education; to analyse teaching methods used to integrate e-learning; and to develop the recommendations to implement e-learning. The systemic literature review was carried out to provide an objective summary of the current topic. All sources were published between March, 2022 and May, 2024. The literature focused on e-learning in Ukraine or similar conflict-affected areas. All articles were available in English or Ukrainian. To analyse the data, the synthesis method was applied. The findings proved that e-learning became an important tool during emergencies, providing continuity in education. It was explained that e-learning is introduced at primary, secondary, and higher levels of education. It includes synchronous and asynchronous models. Certain teaching methods are used to implement e-learning effectively. They relate to interactive simulations, multimedia content, gamification, discussion forums, and personalized learning. These methods, combined, create a dynamic e-learning environment that enhances students’ educational outcomes, particularly during emergencies. The implementation of e-learning in Ukraine during Martial law requires careful consideration of the recommendations: enhancement of digital infrastructure, adoption of flexible learning, formation of digital literacy, support of mental health, using interactive methods, increase of content quality, regular assessment, encouragement of positive teacher-student interaction, implementation of adaptive learning tools, and protection of students and educators' data. The research outcomes on the role of e-learning during Martial law can be used for the development of strategic plan of implementation of e-learning tools within the learning process in the regions affected by war or other emergencies. Also, the study can contribute to future educational practices, encouraging the development of more innovative learning solutions.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.57125/ELIJ.2024.09.25.04 2339240:W6UQW8S3 2405685:ZN2HPSG7
Keywords: e-learning tools; learning process; level of education; teaching method; virtual environment

The Role of Community Learning Centers in Building a Learning Society for Development of SDG4 in Vietnam - Minh, Nguyen Duc (American International Journal of Social Science, 2017)
It is Vietnam’s undertaking to build a learning society to make sure human resources in preparation for the national development. In recent years, community learning centers - CLCs - have developed rapidly and been constructed in nearly all communes/wards whole country. However, so far CLCs’ operations have not been able to meet the needs of learning to improve the living standards and productivity, while CLCs are an important foundation for setting up a learning society for development of SDG4 in Vietnam. Therefore, to meet the goal of lifelong learning and building a learning society for SGD4, regarding on real status of CLCs, some effective solutions should be implemented.
KerkoCite.ItemAlsoKnownAs: 2339240:JNWSJRFL 2405685:WR9IR7EL

The Role and Impact of Public-Private Partnerships in Education - Patrinos, Harry Anthony; Barrera-Osorio, Felipe; Guaqueta, Juliana (World Bank, 2012)
The book examines five ways through which public-private contracts can help countries meet education goals. First, public-private partnerships can increase access to good quality education for all, especially for poor children who live in remote, underserved communities and for children in minority populations. Second, lessons for innovative means of financing education can be particularly helpful in post-conflict countries undergoing reconstruction. Third, lessons about what works in terms of public-private partnerships contribute to the development of a more differentiated business model especially for middle-income countries. Fourth, the challenge of meeting the education Millennium Development Goals in less than a decade is a daunting one in the poorest countries. Understanding new partnership arrangements within a broad international aid architecture in education can help bring us closer to those goals. Fifth, some very innovative public-private partnership arrangements are happening in Arab countries, and lessons can be drawn from their experience
KerkoCite.ItemAlsoKnownAs: 2405685:EVW4SQCK

The risks to education systems from design mismatch and global isomorphism - Pritchett, Lant (World Institute for Development Economics Research, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HX4SEQAP 2405685:NJSELUEX

The Risks of Dangerous Dashboards in Basic Education (Center For Global Development)
Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.
KerkoCite.ItemAlsoKnownAs: 2405685:AVSKJSWB 2405685:LU9P8GCF

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (2018)
Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.
KerkoCite.ItemAlsoKnownAs: 2339240:WSRJUJ6P 2405685:P73TZVX8 4656463:5YUF223J

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

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

The RISE Education Systems Diagnostic: A Tool for Identifying Strategic Priorities for Education System Reform - RISE (RISE Programme, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:L6DMXC88 2405685:EDFKIHY7 4656463:HLNCGPFR

The rise and fall of the PC in one chart - Booton, Jennifer (MarketWatch, 2016)
Section: Industries KerkoCite.ItemAlsoKnownAs: 2339240:USFBBPHB 2405685:D94GQ9W9

The Revised National Development Strategy for South Sudan – 2021-2024 - Ministry of Finance and Planning (Republic of South Sudan, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N6CXNQDA 2405685:8UI7SKCV

The Reliability of the Wisconsin Card Sorting Test in Clinical Practice - Kopp, Bruno; Lange, Florian; Steinke, Alexander (Assessment, 2019)
The Wisconsin Card Sorting Test (WCST) represents the gold standard for the neuropsychological assessment of executive function. However, very little is known about its reliability. In the current study, 146 neurological inpatients received the Modified WCST (M-WCST). Four basic measures (number of correct sorts, categories, perseverative errors, set-loss errors) and their composites were evaluated for split-half reliability. The reliability estimates of the number of correct sorts, categories, and perseverative errors fell into the desirable range (rel ≥ .90). The study therefore disclosed sufficiently reliable M-WCST measures, fostering the application of this eminent psychological test to neuropsychological assessment. Our data also revealed that the M-WCST possesses substantially better psychometric properties than would be expected from previous studies of WCST test-retest reliabilities obtained from non-patient samples. Our study of split-half reliabilities from discretionary construed and from randomly built M-WCST splits exemplifies a novel approach to the psychometric foundation of neuropsychology.
shortDOI: 10/ggd69x KerkoCite.ItemAlsoKnownAs: 10.1177/1073191119866257 10/ggd69x 2339240:IU952GRN 2405685:GDZY9HMF

The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education - Msangi, Bilhuda (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:HX4DYBHH 2405685:IJBE87U4
Keywords: ⛔ No DOI found

The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania - Kafyulilo, Ayoub (The African Symposium: An online journal of the African Educational Research Network, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F9J3FBAD 2405685:JXZKG9EP
Keywords: ⛔ No DOI found

The Relative Wealth Index - Facebook (Facebook Data for Good, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GBMXFBFX 2405685:35MTZ9KF

The relative eﬀectiveness of teachers and learning software: Evidence from a field experiment in El Salvador - Buchel, Konstantin; Jakob, Martina; Kuhnhanss, Christoph; Steﬀen, Daniel; Brunetti, Aymo (University of Bern, 2020)
This study provides novel evidence on the relative eﬀectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the eﬀectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualiﬁed teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:QBLAB2G4 2339240:URIKLIDV 2405685:CTWU7VNK 2405685:F2XBIBS4
Keywords: Quality: H; Relevance: H; computer-assisted learning; primary education; productivity in education; teacher content knowledge; ⛔ No DOI found

The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador - Büchel, Konstantin; Jakob, Martina; Kühnhanss, Christoph; Steffen, Daniel; Brunetti, Aymo (Journal of Labor Economics, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1086/717727 2405685:RVZAW7V6

The relationships of learning independence, family support, facilities and service of institutions through quality of learning students - Dalas, Nove; Hadiyanto; Muhaimin (Journal of critical reviews, 2020)
Education is a conscious endeavor and aims to develop human quality. Education has a very important role because, without education, the transformation process and the actualization of knowledge are difficult to manifest. One of the things that supports education in schools is the guidance and counseling service. Meanwhile, the problems in the school environment are the lack of learning quality of students in line with the maximization of learning independence, family support, and self-development services students of MTs Negeri Jambi. This research was correlational research conducted in six state Islamic junior high schools in 1 Jambi city, Indonesia. The samples of the study were 886 students taken by using a stratified sampling technique, and randomly for each class of each school. The instruments used were questionnaires with 100-item statements by Likert scale while data were analyzed by using a descriptive analysis, Pearson correlation test, and multiple linear regression tests. The results showed that the quality of learning, learning independence, family support, and self-development services had not been carried out maximally at six state Islamic junior high schools. Students who were less independent, got less family support and minimum in obtaining self-development services would also had less maximum learning quality. Simultaneously the independence of study, family support, and facilities and service of the institutions were associated very closely with the quality of students' learning, and in partial increments of each learning independence variable, family support, and service Self-development impacts on improving learning quality.
KerkoCite.ItemAlsoKnownAs: 10.31838/jcr.07.06.140 10/gmfk2t 2339240:Y3DY7UEN 2405685:CRTFS6ML

The Relationship between Teachers' Attitudes to Distance Education and Their Life Satisfaction - Kirkiç, Kamil Arif; Yahsi, Ömer (Malaysian Online Journal of Educational Sciences, 2021)
Teachers' attitudes toward distance education are important in terms of the effectiveness of the distance education process. They become even more critical during this time of global pandemics when face-to-face education has been compulsorily replaced by distance education. The worldwide coronavirus pandemic has changed the practices of the teaching profession. This period has revealed how teachers' life satisfaction while carrying out their profession can be affected by changes in education delivery. The aim of this study is to examine the relationship between teachers' attitudes toward distance education and their life satisfaction during the distance education process. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (1,233 male and 3,671 female educators) working in different branches in Izmir. The "Life Satisfaction Scale" and "Attitude toward Distance Education Scale" were applied. Participants' demographic information was obtained using a "Personal Information Form" designed by the researchers. According to the results of the study, while there is a notable difference in teachers' limitations toward distance education and life satisfaction according to gender, there is no difference in the advantages gained from and attitudes toward distance education.
Publisher: University of Malaya Faculty of Education KerkoCite.ItemAlsoKnownAs: 2339240:ZILZ6A6N 2405685:FTADKX9J
Keywords: COVID-19; Correlation; Distance Education; Educational Attainment; Elementary School Teachers; Foreign Countries; Gender Differences; Income; Instructional Effectiveness; Knowledge Level; Life Satisfaction; Pandemics; Secondary School Teachers; Teacher Attitudes; Teacher Characteristics; ⛔ No DOI found