Understanding the Impact of Covid-19 on Education in Jordan - Galliver, Lizzy; Karlidag, Melike; Van Ommering, Erik (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PPULI994 2405685:7UCE2C9S

Understanding the first and second digital divides in rural Bangladesh: internet access, online skills, and usage - Siddiquee, Muhammad Shahadat Hossain; Islam, Md. Saiful (BRAC Institute of Governance and Development (BIGD), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:H7E4MIUY 2405685:82R7AZNN

Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles - Larsen, K.; Hovorka, D.; Dennis, A.R. (Journal of the Association for Information Systems, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00556 2405685:QNI8K9ZN 2486141:G3PRNUG5
Keywords: _Added-ailr-2024

Understanding the EdTech Product Landscape - Singh, Ashmeet (Medium, 2018)
EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve & diversify.
KerkoCite.ItemAlsoKnownAs: 2339240:WEWQUGFR 2405685:K8FCGJW3

Understanding the Barriers and enablers of Effective Communities of Practice in Sierra Leone Through a Collaboration Between Dubai Cares and Open Development and Education - Lurvink, Anne-Fleur (Open Development & Education, 2019)

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

Understanding technology adoption: theory and future directions for informal learning - Straub, Evan T. (Review of Educational Research, 2009)
How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654308325896 2339240:SXNKWGBZ 2405685:UMNMVJE4

Understanding teachers’ routines to inform classroom technology design - An, Pengcheng; Bakker, Saskia; Eggen, Berry (Education and Information Technologies, 2017)
Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers’ daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction to take place both in the center and periphery of users’ attention and naturally shift between the two. We believe that classroom technologies employing the principles of peripheral interaction can reduce attentional resources required for teachers to interact with the technologies, and thus make technologies seamlessly blend into teachers’ routines. In order to design such technologies, a thorough understanding of users’ existing routines is crucial. In this paper, we present a qualitative study on everyday routines of seven Dutch secondary school teachers using contextmapping methodology. The results of two qualitative content analyses reveal an overview of teachers’ routine tasks in their classrooms, as well as rich and vivid contextual information about how teachers allocated their attention in their routines and how teachers experience their routines. Based on these findings, we present opportunities and considerations that may inform the design and development of classroom technologies which are to become part of teachers’ routines.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-016-9494-9 2339240:T83X4LLG 2405685:T8NHEG85
Keywords: Classroom technology; Contextmapping; Digital Education and Educational Technology; Peripheral interaction; Routine; Secondary school teacher; Stimulated recall interview

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? (EdTech Hub Preprint, 2023)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. Keywords: Teacher deployment, teacher preferences, Sierra Leone, teacher supply, remote schools An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 10.53832/edtechhub.0171 2405685:KAAC2B78
Keywords: _r:AddedByZotZen

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review - De la Calle, Ana Maria; Pacheco-Costa, Alejandra; Gomez-Ruiz, Miguel Ángel; Guzman-Simon, Fernando (MDPI Journals, 2021)
Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.
KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL

Understanding tablet computer usage among primary school students in underdeveloped areas: Students’ technology experience, learning styles and attitudes - Pruet, Putjorn; Siang Ang, Chee; Farzin, Deravi (Computers in Human Behavior, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2014.09.063 2339240:M3CYY6FI 2405685:2X6AXTTY
Keywords: ⛔ No INSPIRE recid found

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2405685:9FVX5LB3
Keywords: Education; Liberia; Sierra Leone; teachers; teaching about conflict; transitional justice

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

Understanding of consumer behaviour as a prerequisite for environmental protection - Ölander, Folke; Thøgersen, John (Journal of Consumer Policy, 1995)
KerkoCite.ItemAlsoKnownAs: 10.1007/BF01024160 2339240:A2LQNT7I 2405685:RLGCUNJQ

Understanding motivation and emotion - Reeve, Johnmarshall (John Wiley & Sons, Inc, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:47HHZF9P 2405685:7NNWB84L
Keywords: Emotions; Motivation (Psychology); Personality and motivation

Understanding language teachers' practice with educational technology: A case from China - Li, Li (System, 2014)
This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence. This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2014.07.016 2339240:CXH3G6AE 2405685:SMJ8CD63
Keywords: Case study; China; Socio-cultural context; Teachers' perceptions; Technology use

Understanding factors affecting primary school teachers’ use of ICT for student-centered education in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (2018)
The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education.
KerkoCite.ItemAlsoKnownAs: 2339240:J6FMCEMP 2405685:UJYVC9Z6
Keywords: ⛔ No DOI found

Understanding Education Policy Preferences: Survey Experiments with Policymakers in 35 Developing Countries - Crawfurd, Lee; Minardi, Ana; Hare, Susannah; Sandefur, Justin (2021)
Foreign aid donors and international organizations supporting education in developing countries have increasingly coalesced around a policy agenda prioritizing foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a growing body of empirical evidence about effective interventions to improve quality. We survey over 900 senior government officials working on education in 35 low- and middle-income countries to gauge their alignment with this agenda.
KerkoCite.ItemAlsoKnownAs: 2339240:BAERNQH7 2339240:IA4V4RW2 2405685:8U5XELBU 2405685:UBYPFNLK 4656463:FN977692

Understanding changing social norms and practices around girls’ education and marriage - Watson, Carol (ODI, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:M8MUQBAI 2405685:4R4VDDM2
Keywords: ⛔ No DOI found

Understanding by design - Wiggins, Grant P.; McTighe, Jay (Association for Supervision and Curriculum Development, 2005)
KerkoCite.ItemAlsoKnownAs: 2339240:6VLXIWU6 2405685:DDIBQHHQ
Keywords: Comprehension; Curriculum planning; Curriculum-based assessment; Learning; United States

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub and Busara Center for Behavioural Economics, 2021)
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5524805 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524805 10.53832/edtechhub.0048 2339240:5D6SMESW 2339240:7NDUJC6J 2339240:M8IZH5DT 2339240:SIZUDNKL 2339240:XAXIKZJX 2339240:YPDDA6JD 2405685:45G9SKWR 2405685:5ENZ6TFU 2405685:EJ4PXU4S 2405685:JZM7W6QE 2405685:LCHJ5D5W 2405685:RUAJ8C8M
Keywords: _r:AddedByZotZen

Understanding access to education in Nigeria - GRID3 (GRID3, 2020)
To support Nigeria’s Universal Basic Educational Commission (UBEC) in improving access to education, GRID3 Nigeria used geospatial data to analyse the location of current schools to Nigeria's school-age population and recommend new school locations.
KerkoCite.ItemAlsoKnownAs: 2405685:XZMLYQM9 4042040:HUM63HGW

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

Under the Hood of an EdTech Study in Kenya: Implementation challenges, successes, and lessons learnt - Büchel, Konstantin; Crossley, Colin; Cullen, Claire; Letsomo, Thato (EdTech Hub, 2023)
In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8370318 ZenodoArchiveConcept: 8370317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8370318 10.53832/edtechhub.0175 2405685:XRGSHEUJ
Keywords: _r:AddedByZotZen

Uncovering themes in personalized learning: using natural language processing to analyze school interviews - McHugh, David; Shaw, Sarah; Moore, Travis; Ye, Leafia; Romero-Masters, Philip; Halverson, Richard (Journal of Research on Technology in Education, 2020)
Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data.
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1752337 2339240:ELFZFU66 2405685:486NE8PN

Unbundling the 13 million out-of-school children in Nigeria - Ishaku, Joseph; Oraka, Onome (Southern Voice (Nigeria), 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:RNM3ZT93

Unbalanced progress: What political dynamics mean for education access and quality - Nicolai, Susan; Engel, Jakob; Wales, Joseph; Hine, Sebastien; Wild, Leni (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IJJGWSNS 2405685:T76UBPJR

[unavailable]
Keywords: _DOILIVE; _EdTechHub_Output; _hide; _zenodoETH

[unavailable]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652102 2405685:NF853CW3
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _hide; _zenodoETH

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.
Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7

Un potencial con barreras: La participación de las mujeres en el área de Ciencia y Tecnología en Argentina | Publications - Basco, Ana Inés; Lavena, Cecilia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VWA7ATK4 2405685:ATMQ6L3D

UN Flagship Report Disability. - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK

UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 - Yao, Keping; Park, Mi Kyoung (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8AXFETFH 2405685:YZ9NTR28

UN Convention on the Rights of the Child (UNCRC) - UNICEF UK (Unicef UK)
The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of Unicef's work and upholds children's rights all over the world.
KerkoCite.ItemAlsoKnownAs: 2339240:DZESL9GA 2405685:SHMBD9ZT

UK Government Support for Girls’ Education Worldwide - Foreign, Commonwealth & Development Office (GOV.UK, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3S6I6688 2405685:EY5R8GQE
Keywords: ⛔ No INSPIRE recid found

UIS Statistics - UNESCO
KerkoCite.ItemAlsoKnownAs: 2405685:MMX58G94 2534378:BHSM2RYC

UIS Statistics - UNESCO Institute for Statistics
KerkoCite.ItemAlsoKnownAs: 2339240:2VWZNTAY 2405685:I5Z2Z593
Keywords: ⛔ No INSPIRE recid found

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7M5AJBD8 2405685:6GUIM4K7
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI

UIS Statistics - UNESCO Institute of Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3

UIS releases more timely country-level data for SDG 4 on education - UNESCO Institute for Statistics (2020)
The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world....
Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK

UIS Data - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UJK93Q3X 2405685:PHQ7CW86 4656463:7TLJUGT9

Uganda: Students back to school, university in March - Kyeyune, Hamza (Anadolu Agency, 2021)
Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency
KerkoCite.ItemAlsoKnownAs: 2339240:2DZ7I775 2405685:WQR3CKZU

Uganda Round 6 Summary of results - Afrobarometer (Afrobarometer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YEZDQTQU 2405685:MABKYDLA

Uganda Impact Study Report - Pouezevara, Sarah; Brunette, Tracy; Jordan, Rachel; Nakyejwe, Deborah (RTI International, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8WCG9GLK 2405685:39FUDM2P

UDL: The UDL Guidelines (The UDL Guidelines)
KerkoCite.ItemAlsoKnownAs: 2339240:NTMEHEW8 2405685:8SAQYMWK 8SAQYMWK

UCT Remote Teaching Course Design Checklist 2020 (Google Docs)
KerkoCite.ItemAlsoKnownAs: 2405685:6SZ5B7HZ

UCT Low Tech Remote Teaching Guidelines (Google Docs)
University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...
KerkoCite.ItemAlsoKnownAs: 2405685:MZ53BYND

Ubongo Learning - Ubongo (Ubongo)
Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives.
Library Catalog: www.ubongo.org KerkoCite.ItemAlsoKnownAs: 2405685:CDHTXPKN

UBONGO KIDS - Ubongo
Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:I7EFD4WX 2405685:D93AGWCW

Ubongo Kids - Ubongo (2020)
Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:44562VH7 2405685:VZ7JWBG6 VZ7JWBG6

Ubongo Kids - Ubongo Learning (Ubongo)
Ubongo Kids is our educational cartoon show that teaches 7 to 14-year-olds math, science & life skills through fun, animated stories & catchy, original songs. The show follows Kibena, Kiduchu, Koba, Baraka, Amani and their animal friends, as they go on adventures and solve problems in the fictional village of Kokotoa.
KerkoCite.ItemAlsoKnownAs: 2405685:AAGAH5BT 2405685:UWUKW9T4

U-report: Rapid SMS - RapidSMS (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:FZNZL6J7
Keywords: sub-Saharan Africa

U-Report - UNICEF
KerkoCite.ItemAlsoKnownAs: 2339240:CA2DA2IC 2405685:52DJXFSC

Typeset (AI Chat for scientific PDFs | SciSpace)
Chat with PDF and conduct your literature review faster using SciSpace. Discover 200M+ papers or upload your own PDF, highlight text or ask questions, and extract explanations and summaries.
KerkoCite.ItemAlsoKnownAs: 2405685:IKTGPLSL 2486141:3Z8U6LY3
Keywords: _Added-ailr-2024

Type of intervention: Public-private partnership (led by the government) Website: http://subeb.edostate.gov.ng/home-school/ - Munoz-Najar, Alberto; Osa Oviawe, Joan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38
Keywords: ⛔ No DOI found

Two Years After: Saving a Generation - World Bank, UNICEF (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/37586 2339240:IN2YYX94 2405685:KU65BNHC

Two-year RCT of EdTech in Malawi: Impacts of a 2-year education technology program on early primary learning in Malawi amid disruptions due to COVID-19 - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:ZDDVIBT7

Two-year RCT of EdTech in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)
Malawi’s primary education system has been challenged to provide quality learning in the face of expanding enrollment. To address poor learning outcomes, the Ministry of Education piloted use of onebillion’s onecourse software in about 100 schools. Initial studies of onecourse conducted over 8 weeks to 8 months produced significant effect sizes in math and literacy, although absolute gains were modest. To measure longer-term impacts, Imagine Worldwide conducted a 2-year efficacy randomized controlled trial in two Malawi schools. Despite COVID-related school closures, onecourse produced statistically significant impacts in literacy and math. Further, the 13 months of (interrupted) intervention produced larger effect sizes and higher rates of attaining emergent or fluent reading and math benchmarks than the prior 8-month study.
KerkoCite.ItemAlsoKnownAs: 2339240:J8CBHM6Z 2405685:WNI92EHA
Keywords: ⛔ No DOI found

Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GK2Z7TZH 2405685:HJF56BG6

Two degrees of separation in complex food webs - Williams, Richard J.; Berlow, Eric L.; Dunne, Jennifer A.; Barabási, Albert-László; Martinez, Neo D. (Proceedings of the National Academy of Sciences, 2002)
Publisher: National Acad Sciences KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.192448799 2339240:32QBK3M6 2405685:MDKLUVY4

Two decades of SIMCE: an overview of the National Assessment System in Chile - Meckes, Lorena; Carrasco, Rafael (Assessment in Education: Principles, Policy & Practice, 2010)
Publisher: Routledge _eprint: https://doi.org/10.1080/09695941003696214 KerkoCite.ItemAlsoKnownAs: 10.1080/09695941003696214 2339240:G36ES3PH 2405685:PTYGL28B

Two courses of expertise - Hatano, G; Inagaki, K (Children development and education in Japan, 1986)
KerkoCite.ItemAlsoKnownAs: 2405685:SN8XH8X9

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SLZYNQIY 2405685:UD6PWA5V

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (Mastercard Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WG37SR3L 2405685:YJDZZF64

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 2405685:LDT2VUW7
Keywords: ⛔ No DOI found

TVET Platform for SEA - SEA-VET
KerkoCite.ItemAlsoKnownAs: 2339240:4J9DDYJV 2405685:KUL3GBET

TVET Country Profile — Timor Leste - UNESCO‐UNEVOC International Centre for Technical and Vocational Education and Training; SEAMEO‐VOCTECH Regional Centre (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R9ETTVH 2405685:JH94SZK8
Keywords: ⛔ No INSPIRE recid found

TVET Country Profile Timor-Leste - UNESCO; SEAMEO VOCTECH (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SD2IV4N3 2405685:ND9WIDWC
Keywords: ⛔ No INSPIRE recid found

TVET Country Profile- Cambodia - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XMKUIYI8 2405685:GNGTW52B

TVET and community reintegration: exploring the connections in Sierra Leone's DDR process - Paulson, J. (International handbook of education for the changing world of work: bridging academic and vocational learning, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:SI333Z4W

TV White Space for Development Programs in the Philippines: Implications and Challenges - Carpio, Marife (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:FWBITVZM 2405685:WNRSRB6Q

TV Okey - Radio Television Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WCI6MJUB 2405685:2G4GDTSI

TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:SERJWUI6

TV-Based Learning in Bangladesh: Is it Reaching Students? - Biswas, Kumar; Asaduzzaman, T.M.; Evans, David; Fehrler, Sebastian; Ramachandran, Deepika; Sabarwal, Shwetlana (World Bank, 2020)
Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week.
KerkoCite.ItemAlsoKnownAs: 10.1596/34138 2339240:C5IHCNQD 2339240:IM47JZ2Z 2339240:M56ICKNT 2339240:SVXNVHB3 2405685:2NGQ3V9V 2405685:5SKQVXG9 2405685:F8Y2BXPY 2405685:HCD7DA27 2405685:XQXHTGSI 2534379:EBH9X23R
Keywords: Access to Education; Distance Learning; Education; Online Learning; School Closure; Secondary Education; ___working_potential_duplicate

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:286IGBN6 2405685:GAPR3LZN
Keywords: ___working_potential_duplicate

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CCPPQ9BH 2405685:KWVCWU5L
Keywords: ___working_potential_duplicate

Tusome Midline evaluation 2017 final report from DEC - Freudenberger, Elizabeth; Davis, Jeff (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:3KWQGK3D 2405685:IWDPTBQN
Keywords: ⚠️ Invalid DOI

Tusome – Improving Early Grade Learning in Kenya | RTI
KerkoCite.ItemAlsoKnownAs: 2339240:8W7TK99K 2405685:MNRYYM32

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:XNM3FD3A 2405685:GEG6RSZ3 2405685:NNFW4F3L GEG6RSZ3

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:TQJGJK6H

Tusome and USAID Improve Access to Education - U.S. Embassy in Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YB98PRXU 2405685:D9UIV9GZ

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)
A global survey of teachers’ responses to the Covid-19 pandemic
KerkoCite.ItemAlsoKnownAs: 2339240:L9HFYFBK 2339240:PG5K4YH4 2339240:VJ8NQRB8 2405685:452IQSGM 2405685:8993UPBX 2405685:SMFP44X2

Turning on mobile learning in Latin America: illustrative initiatives and policy implications - UNESCO Digital Library - Lugo, Maria Teresa; Schurmann, Sebastian (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:AV96KBWJ 2405685:WDNVXMWE

Turn.io News: NewGlobe continues to refine remote learning solutions in five countries
NewGlobe has delivered remote learning solutions to over 13 400 users in five countries since a few months into the onset of the COVID-19 pandemic and is using feedback from end-users to significantly enhance the project. Among these solutions is a highly impactful series of chat-based interactive quizzes on mobile designed to reach learners where they are in Nigeria, Liberia, Uganda, Kenya and India, and delivered through NewGlobe’s Bridge Academies International.
KerkoCite.ItemAlsoKnownAs: 2405685:MH7R9DUH 2486141:8WZU4CM3

Turn.io News: Girl Effect chatbot a safe space for young girls
Girl Effect creates virtual and real-world spaces where girls can be inspired, informed, and connected to services, and to others, so they can take action to change their lives. The partnership with Turn.io has evolved over the last four years into the creation of Big Sis, a virtual “big sister” who offers private and trusted advice about sex and relationships.
KerkoCite.ItemAlsoKnownAs: 2405685:H6I34K5X 2486141:V8GJUWUK

Turn.io News: Fast tracking low-cost, scalable EdTech solutions with Turn.io’s Chat for Impact Service
Over the past two years, Turn.io’s Chat for Impact platform has played an important role in supporting social impact organisations around the globe as they develop better and more robust education systems.
KerkoCite.ItemAlsoKnownAs: 2405685:2KC4SDUA 2486141:NYJ3VCAN

Turn.io News: Bridge’s mobile interactive quiz platform uses WhatsApp to mitigate learning crisis
Bridge International Academies is using a WhatsApp-based mobile interactive quiz platform to help deliver solutions to children in Nigeria, Liberia, Uganda and Kenya during the current learning crisis brought on by the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2405685:QIIZ99NR 2486141:YMTEKCCY

Turkish pre-service teachers' reflective practices in teaching English to young learners - Güngör, Muzeyyen Nazli (Australian Journal of Teacher Education, 2016)
The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.
Publisher: Edith Cowan University, Bradford Street, Mount Lawley, West Australia 6050, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826521925?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2016v41n2.9 2405685:LGB6A2T8 2534378:MA7EKPTA 2534378:MK9KRY6K
Keywords: Action Research; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Elementary Education; English (Second Language); Foreign Countries; Higher Education; Journal Writing; Language Teachers; Lesson Plans; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Reflection; Reflective Teaching; Second Language Instruction; Teaching Methods; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096127; __finaldtb

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

Tuned In To Student Success Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach - Ho, J.; Thukral, H.; Laflin, M. (2009)
A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC’s IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for English, Mathematics, Science, Social Studies, and Local Language. In all, student test results from 13 projects, ranging from Nicaragua in 1977 through Indonesia in 2008, are reviewed, as are teacher observation outcomes from Mali and Madagascar.
KerkoCite.ItemAlsoKnownAs: 2339240:QXWFNRPL 2405685:X87WD2EZ
Keywords: ⛔ No DOI found

Tuned in to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-To-Reach - Ho, Jennifer; Thukral, Hetal (Education Development Center, 2009)
This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.
KerkoCite.ItemAlsoKnownAs: 2339240:4A5246Z6 2339240:62K8ZTKG 2339240:J5GYXMFY 2405685:V73WF7EZ 2405685:VF7IM4CW 2405685:WH7JDBUP
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Tuned in to Student Success, Assessing the impact of Interactive Radio Instruction for the hardest-to-reach - Ho, Jennifer; Thukral, Hetal (Journal of Education for International Development, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:C9UYYZTE 2339240:SX76SLEZ 2405685:5TDGEFV4 2405685:6LNNLS62 2405685:LQEM4ZCI 2534379:58BVKHVC
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Tunapanda Institute - Bridging Digital Divides (Tunapanda Institute)
Tunapanda is a swahili word meaning 'we are growing'. We are a non-profit social enterprise that runs intensive 3-month technology, design, and business
KerkoCite.ItemAlsoKnownAs: 2339240:7RFMSLGQ 2405685:46HJBGEU

Tunapanda Institute - Tunapanda
KerkoCite.ItemAlsoKnownAs: 2405685:3KJFDQJK

Tsugi - Tsugi (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2TJABVDQ 2405685:GEH3A8N4

Tsome Pamoja Tanzania - Rodd, Alastair (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3ZTGLMSR 2405685:L39KA6UH 4656463:7EL935BU

Trust, Accountability and Capacity in Education System Reform | Taylor & Francis Group - Ehren, Melanie; Baxter, Jacqueline (Taylor & Francis, 2020)
This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building
KerkoCite.ItemAlsoKnownAs: 2339240:M9ZRQLZM 2405685:X6A6WE6Y

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, H.; Hennessy, S.; Pimmer, C. (Research Papers in Education, 2022)
This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.
KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2339240:UGIJXYRG 2405685:FD59VQGK

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2405685:ZFPJ7TP7

Trends in general systems theory - Klir, George J. (Wiley-Interscience, 1972)
KerkoCite.ItemAlsoKnownAs: 2339240:6IF875JP 2405685:FZIE4WSS
Keywords: System theory

Trends in educational research about e-learning: a systematic literature review (2009–2018) - Valverde-Berrocoso, Jesús; Garrido-Arroyo, María del Carmen; Burgos-Videla, Carmen; Morales-Cevallos, María Belén (Sustainability, 2020)
The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and diﬀerent tools were used for the bibliographic management and text-mining. The literature selection was carried out in three ﬁrst-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the ﬁnal sample. The analysis of the texts identiﬁed three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.
KerkoCite.ItemAlsoKnownAs: 10.3390/su12125153 10/ghvnfd 2339240:CMZ8HVYI 2405685:EWKSK6YI

Trends in Digital Personalized Learning: Taking stock of personalized learning solutions in low and middle-income countries - UNICEF (Office of Global Insight and Policy United Nations Children’s Fund, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:7YPUC8SV 2405685:I9W4LKLS

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries. UNICEF Office of Global Insight & Policy. - Castillo, N; Adam, T; Alam, A; Alrawashdeh, G. S.; Tiwari, P (UNICEF Office of Global Insight & Policy., 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:78P6TGA4 2405685:LK8XX2MQ

Trends in digital personalized learning in low- and middle-income countries: Executive summary - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FERS7AKI 2405685:YRI363EA

Trends in Digital Personalized Learning in Low- and Middle-Income Countries: Executive Summary - UNICEF (UNICEF, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:HTAHFL44 2405685:HX7HTXGW

Trends in Digital Personalized Learning
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:5TA83WKN 2405685:N2M4XTU6

Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana | Elsevier Enhanced Reader - McCulloch, Gretchen (2020)
Library Catalog: reader.elsevier.com shortDOI: 10/ghgng3 KerkoCite.ItemAlsoKnownAs: 10/ghgng3 2405685:LKYS74DD

Transparency in literature reviews: An assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Translation through text: How Nowall can help refugees overcome the language barrier - Kirk, Joanna (Techfugees, 2016)
Library Catalog: techfugees.com Section: All news KerkoCite.ItemAlsoKnownAs: 2405685:DFM4L4LJ

Translation Apps: Increasing Communication with Dual Language Learners - Lake, Vickie E.; Beisly, Amber H. (Early Childhood Education Journal, 2019)
Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies for communicating with all students. By supporting the home language, teachers show their DLLs and native English speakers that every child’s home language is important and welcome in the classroom. Using translation apps can help teachers talk to their students, build relationships with children and families, and support bilingualism. Once teachers and children can communicate successfully, DLLs can increase their understanding of content, engagement, motivation, communication, and sense of self-esteem. The three apps discussed in this article, Speak and Translate, Microsoft Translator, and Google Translate have been shown to be helpful in facilitating interactions with children in their home language. Additional information is provided on using these apps, as well as their potential benefits and drawbacks.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-019-00935-7 2405685:J5V4QR7H 4042040:AR5BTB3I
Keywords: Anti-bias curriculum; Dual language learners; Technology; Translation apps

Transition to online learning by a teacher education program with limited 4IR affordances - Tsakeni, Maria (Research in Social Sciences and Technology, 2021)
This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.46303/ressat.2021.15 2339240:M4H98T8W 2405685:FMGDCFMJ
Keywords: COVID-19; Internet of things; community of inquiry; online learning; teacher education

Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia - Basilaia, Giorgi; Kvavadze, David (Pedagogical Research, 2020)
The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.
KerkoCite.ItemAlsoKnownAs: 10.29333/pr/7937 2405685:ANG2XXWV

Transforming Traditional Teaching Laboratories for Effective Remote Delivery–A Review - Bhute, Vijesh J.; Inguva, Pavan; Shah, Umang; Brechtelsbauer, Clemens (Education for Chemical Engineers, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ece.2021.01.008 2405685:P26SWL49

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

Transforming Teaching, Education & Learning Directors' Report 2022 - 2023 - T-TEL (Transforming Teacher Education and Learning, 2023)
T-TEL's 3rd Annual General Meeting (AGM) Report
KerkoCite.ItemAlsoKnownAs: 2339240:QIY6C2M5 2405685:9HQR35CW

Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance - Tao, Sharon (Palgrave Macmillan, 2016)
A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.
Google-Books-ID: kbPtCwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:IX6V82MK 2405685:B9ZP36MT
Keywords: Education / Comparative; Education / Educational Policy & Reform / General; Education / General; Education / Professional Development; Education / Teacher Training & Certification; Social Science / Anthropology / Cultural & Social; Social Science / Developing & Emerging Countries; Social Science / General; Social Science / Sociology / General

Transforming Teacher Education and Learning in Ghana: The Impact of a Continuous Professional Development on Physics Teaching at the Colleges of Education - Coffie, Isaac Sonful (International journal of Research and Scientific Innovation, 2019)
The colleges of education in Ghana have been involved in a continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional programme on physics teaching at the colleges of education. Descriptive cross sectional survey was used for the study. An online survey was conducted which was completed by 85 physics tutors. The survey data were analysed using means and standard deviations and ANOVA. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice. It was also found out that there was no statistical significant difference in the perceived impact of the professional development based on tutors’ experience. It was concluded that if the student teachers who are being trained by these tutors will learn these ideas from their tutors and practice them, teaching at the basic schools will be more interactive, students-centered and gender responsive.
EdTechHub.ItemAlsoKnownAs: 2405685:IPJBNU3S
Keywords: ⛔ No DOI found

Transforming Teacher Education and Learning
KerkoCite.ItemAlsoKnownAs: 2405685:P2WUZEMX

Transforming teacher education and learning - Mott MacDonald (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2

Transforming Teacher Deployment: Lessons from a matching algorithm tool - Frazer, Madleen Madina; Adam, Taskeen; Godwin, Katie; Mackintosh, Alisdair; Haßler, Björn (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15368169 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1114 ZenodoArchiveConcept: 15368168
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Transforming online teaching and learning: Towards learning design informed by information science and learning sciences - Fujita, Nobuko (Information and Learning Science, 2020)
Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0124 2405685:3L25JPLI
Keywords: Higher education; Information science; Instructional design; Learning design; Learning sciences; Online learning; Online teaching; e-Learning

Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework - Addy, Nii; Kraft, Richard; Carlson, Samuel; Fletcher, Bev (Coffey International, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:ERDDUSBE

Transforming how teachers use technology - Wilichowski, Tracy; Cobo, Cristóbal (World Bank Blogs, 2021)
Before the pandemic, there was a widely held notion that technology will revolutionize the field of education.
KerkoCite.ItemAlsoKnownAs: 2339240:HJJ2VM4G 2405685:425BK3MP

Transforming Education with Equitable Financing - UNICEF (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4YHEX9SQ 2405685:48BJTSEZ

Transforming education through technology: Second-stage report - Gaible, Edmond (The Health & Education Advice & Resource Team (HEART), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5AU4L3E3 2405685:WSUKVSRT

Transforming Education through Technology: Masterplan 2030 - Ministry of Education, Singapore (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:A8MGHKAK 2405685:GVF8ITXD

Transforming Education Service Delivery Through Evidence-Informed Policy and Practice - The Ministry of Basic and Senior Secondary Education (MBSSE) (The Ministry of Basic and Senior Secondary Education (MBSSE), 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4550561 2129771:49ZQ5QHA 2405685:F2VBE6CR

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BFQBRATB 2405685:PS758V8V

Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JY2PTH4J 2405685:JRHINDNV

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.
Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI

Transformative political leadership to promote 12 years of quality education for all girls - Rose, Pauline; Gordon, Rebecca; Marston, Lauren; Zubairi, Asma; Downing, Phoebe (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C

Transformative paradigm: Mixed methods and social justice - Mertens, Donna (Journal of Mixed Methods Research, 2007)
The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more
KerkoCite.ItemAlsoKnownAs: 10.1177/1558689807302811 2339240:38S9CL6A 2339240:KHC9B2JX 2405685:KLXEUNX3 2405685:SJIPRXXD
Keywords: disability; feminist; marginalized groups; mixed methods; race based; transformative; ⛔ No INSPIRE recid found

Transformational Empowerment of Adolescent Marginalised Girls in Malawi - da Silva, Carol; Laesecke, Anne; Murray, Matthew; Salicath; Wang, Erica (Girls' Education Challenge, UK Aid, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:EDU4BFPR

Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian pre-school children - Shavitt, Ilana; Ayres de Araujo Scatollin, Monica; Suzart Ungaretti Rossi, Adriana; Pacífico Mercadante, Mariana; Gamez, Luciano; Resegue, Rosa Miranda; Pisani, Lauren; do Rosário, Maria Conceição (International Journal of Educational Research Open, 2022)
Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100138 2339240:KMFI72C4 2405685:FNHIC9NG
Keywords: Assessment; Cultural adaptation; Early childhood development; Inter-rater reliability; Preschool age children; Translation

Transactional radio instruction: Improving educational outcomes for children in conflict zones - Jacob, Jacob Udo-Udo; Ensign, Margee (Springer International Publishing, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-32369-1 2339240:TB8BDU46 2405685:F6F7Q6GD

Training with ICT for ICT from the trainee’s perspective. a local ICT teacher training experience - Kalogiannakis, Michail (Education and Information Technologies, 2010)
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-008-9079-3 2339240:T9FFA6HC 2405685:DXHT4AIY

Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN

Training the educators for Vietnam's future growth - Kieu Vo, Dung (World Bank Blogs, 2022)
Training for teachers is crucial in a fast-changing world. Learn how Vietnam has successfully rolled out an initiative to help 600,000 teachers stay ahead of the curve.
KerkoCite.ItemAlsoKnownAs: 2339240:BLPUXSVZ 2405685:FYLLWIRS

Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative - Davis, Niki; Preston, Christina; Sahin, Ismail (British Journal of Educational Technology, 2009)
A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an ‘organic’ approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.
shortDOI: 10/fhvbvz KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2008.00875.x 10/fhvbvz 2339240:DKEUNWLW 2339240:T72DR3LB 2405685:7P3XSK9S 2405685:ULQ4J6GL

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (World Bank, 2016)
shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2339240:C3T3XHZP 2405685:9TQFMR8Y
Keywords: C:Low- and middle-income countries

Training materials in educational planning, administration and facilities, no. 1, 1982-no. 17, 1985 - UNESCO Digital Library - UNESCO
KerkoCite.ItemAlsoKnownAs: 2405685:AGWXDIGL 4042040:DJFPDBB8

Trained teachers in primary education (% of total teachers) - Ghana | Data - World Bank (The World Bank Open Data, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FZSPCLGY 2405685:WG6VWPK4

Train for Tomorrow, Ghana (Varkey Foundation, 2018)
Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region .
Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:WEE8R6DP

Tracing students' mathematics learning loss during school closures in teachers' self-reported practices - Haser, Çiğdem; Doğan, Oğuzhan; Kurt Erhan, Gönül (International Journal of Educational Development, 2022)
The study explored how mathematics learning loss took place among Turkish middle school students during the COVID-19 school closures through mathematics teachers' self-reported practices, challenges, and efforts while they were trying to support their students' learning. Interviews with 19 public and 9 private middle school mathematics teachers indicated that there were certain differences in teachers' practices and revealed the existing inequalities among the schools, classrooms, and students. Students' lack of participation, teachers' limited use of methods to teach mathematics, the socio-economic status of families and their lack of collaboration with teachers were among the reasons for mathematics learning loss. • Existing inequalities among the students reflected on mathematics learning loss. • Public and private school mathematics teachers' practices differed significantly. • Teaching practices were limited by the students' access to internet and technology. • Students' limited/lack of access to the learning environment caused learning loss. • The pedagogical approaches teachers used were drastically decreased during pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102536 2339240:VGV6BFWH 2405685:FHDCMV6I
Keywords: COVID-19; Inequality; Mathematics learning loss; Mathematics teachers; Middle school students; Remote teaching

Towards the development of mobile learning model for Tanzania secondary schools: Case study Kilimanjaro region - Chambo, F. F.; Laizer, L. S.; Nkansah-Gyekye, Y.; Ndume, V. (2013 Pan African International Conference on Information Science, Computing and Telecommunications (PACT), 2013)
This paper explores the factors that influence the implementation of m-learning and proposes a model for implementing m-learning in Tanzania. The study was conducted in ten secondary schools in the Kilimanjaro region in Tanzania. Purposive and convenience sampling techniques were used to determine students majoring in science subjects. Findings indicate that majority of students own mobile phones and have access to the Internet connectivity. However, m-learning platforms that are currently in place are not viable solution in all contexts and not necessarily the best solution. Therefore, the design of m-learning content should focus on learning profile and personal needs such as location and affordability. A framework that considers four factors: user satisfaction, pedagogy, technology, and economy of use are proposed for Tanzanian context. It is concluded that education stakeholders should consider the opportunities of technology in education in order to boost knowledge sharing among students.
KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2013.7055102 2339240:STRH6VLC 2405685:BPEQ8EVG
Keywords: Computational modeling; Context modeling; Educational institutions; Internet; Internet connectivity; Interoperability; Kilimanjaro region; Learning Science; M-Learning; Materials; Mobile handsets; Secondary School; Tanzania secondary school; computer aided instruction; economy of use; education stakeholder; emerging technology; knowledge sharing; m-learning; mobile learning; mobile learning model; mobile phone; pedagogy; sampling methods; sampling technique; science subject; user satisfaction

Towards Systemic EdTech Testbeds: A Global Perspective - Vanbecelaere, Stefanie; Adam, Taskeen; Sieber, Carmen; Clark-Wilson, Alison; Boody Adorno, Katie; Haßler, Björn; Open Development & Education (GETN, 2023)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0285 2339240:3NTUF39G 2405685:HPMBNHEY

Towards Localization of Automated Tutors for Developing Countries - Zualkernan, Imran; Arroyo, Ivon; Woolf, Beverly P. (2013)
Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors.
KerkoCite.ItemAlsoKnownAs: 2339240:BSFMA2FT 2405685:CZR7Q4AJ
Keywords: ⛔ No DOI found

Towards Integration of EMIS in Rwanda - Government of Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF

Towards inclusive education in Tanzania: A study of pre-service student teachers training and percieved needs to practice inclusive education - Muyungu, Emmanuel Geofrey (University of Oslo, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:I8RCFHUS 2405685:2WZT9RMJ
Keywords: ⛔ No DOI found

Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Proctor, Jamie; Komba, Aneth; Haßler, Björn (2023 IST-Africa Conference (IST-Africa), 2023)
KerkoCite.ItemAlsoKnownAs: 10.23919/IST-Africa60249.2023.10187797 2405685:D9ML5MHA

Towards Gender Equality in Viet Nam: Making Inclusive Growth Work for Women - UN Women Viet Nam (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LR2R58LS 2405685:VPD69AVU

Towards equitable access to information and opportunity for all: mapping schools with high-resolution Satellite Imagery and Machine Learning - Yi, Zhuangfang; Zurutuza, Naroa; Bollinger, Drew; Garcia-Herranz, Manuel; Kim, Dohyung (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DHZ6C2T4 4042040:ATJ89RKU

Towards e-learning in basic schools during Covid-19: Insights from Ghanaian teachers - Amanor-Mfoafo, Naa Kai; Edonu, Kwamina Kurefi; Akrofi, Olivia; Dowuona, Ebenezer Nortei (2020)
In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana.
KerkoCite.ItemAlsoKnownAs: 2339240:7BV64SSU 2405685:ENWM8MDZ

Towards developing interactive content for enhancing life skills education in Tanzania: Possibilities and pitfalls - Budoya, Christian M.; Kissaka, Mussa M.; Mtebe, Joel S. (Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D)
Feasibility study is the first and important stage in any planning of introducing a new solution for overcoming existing challenges. It saves a lot of resources that could be lost if such solution fails to solve the intended problem. On the other hand, it gives a proper way to go ahead with the plan of introducing the solution. The purpose of this study is to establish necessary and basic requirements as possibilities and pitfalls for deploying cost effective interactive multimedia content for enhancing an ineffective provision life skills education at primary school level in Tanzania. Ten primary schools were randomly selected and surveyed from which 65 teachers and 407 pupils participated in the study. Questionnaires, interviews, and documentary reviews were used as data collection tools. It was found that the Internet penetration is 45% of the population with 82.6% of Internet users are smartphones users. Number of computers and tablets at schools are still limited to 1:1036 computer pupils ratio, 96% of pupils had access of computers and smartphones from parents. Moreover, 77% of teachers used conventional and lecturing style in teaching, 100% of life skills content was static found in inadequate textbooks. Based on these results, deployment of self-learning enabled interactive multimedia content is possible and will bring positive impact if it will be developed to operate in ICT devices available in both primary schools and pupils’ parents as well. This study informs the proper way of introducing cost-effective interactive multimedia content at primary school level in Tanzania.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-19115-3_31 2339240:T8UUZKND 2405685:ZVFFQLDP
Keywords: Interactive multimedia content; Life skills education; Possibilities and pitfalls

Towards design-based approaches for ICT integration in African education - Voogt, J; Tondeur, J (Technology, Pedagogy and Education, 2015)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/1475939X.2015.1099564 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1099564 2339240:KWKRIKHB 2405685:4A93QIU2

Towards cool cities and communities: Preparing for an increasingly hot future by the development of heat-resilient infrastructure and urban heat management plan - Cui, Yi; Yin, Mingqiang; Cheng, Xiang; Tang, Junqing; He, Bao-Jie (Environmental Technology & Innovation, 2024)
Planning for extreme heat challenges is an urgent task for urban planners, designers, and managers because urban heat is a new normal climate-related challenge for many cities. However, how to integrate existing scientific outcomes and achieve the transformation from research to practice is a critical question. This study aims to frame a heat-resilient infrastructure system and an urban heat management plan (UHMP) to better promote heat solution implementation. This study analyses heat-related challenges, with China as a typical nation with highly urbanized and urbanizing cities, to demonstrate the urgency of preparing for an extreme heat era. This study then elucidates the fundamentals and methods for heat-resilient infrastructure and UHMP development, with a structure of prevention, preparation, mitigation, adaptation, and co-benefits approaches. Heat–resilient infrastructure was framed to ensure that society withstands, responds to, and recovers from heat–related impacts through actions of planning, design, construction, and operation, considering structural measures, non–structural measures, and a co-benefits approach. Furthermore, a UHMP framework was developed by determining the key mission, critical components, and associated agencies. Overall, this study provides planners, designers, and managers with theoretical and methodological frameworks to comprehensively understand heat solutions and increase their implementation capacity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.eti.2024.103568 2339240:RXVRKFX2 2405685:VB3C5JJS
Keywords: Challenges and opportunities; Heat-resilient infrastructure; Information technology and telecommunication; Preparation; mitigation and adaptation; Structural and non-structural measures; Urban heat management

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
shortDOI: 10/ggjtpg KerkoCite.ItemAlsoKnownAs: 10.1108/et-03-2018-0061 10/ggjtpg 2339240:UKTM2QDP 2405685:BF5LTHCE
Keywords: Digital competence; Digital divide; Digital inclusion; Digital learning; Indigenous people; Information and communication technologies (ICT)

Towards an Equal Future: Reimagining Girls’ Education Through Stem - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4CYJZ28U 2405685:9QM9QUGU
Keywords: ⛔ No INSPIRE recid found

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action
KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE

Towards a theory of curriculum implementation with particular reference to science education in developing countries - Rogan, John M.; Grayson, Diane J. (International Journal of Science Education, 2003)
Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.
Publisher: Routledge _eprint: https://doi.org/10.1080/09500690210145819 KerkoCite.ItemAlsoKnownAs: 10.1080/09500690210145819 2405685:HB99IFQ4

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
shortDOI: 10/ggsp4d KerkoCite.ItemAlsoKnownAs: 10/ggsp4d 2405685:6MNK7SAW
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

Towards a Resilient Education Recovery from Pakistan's Floods: Rapid Response Research - Sarwar, Moizza Binat (Malala Fund & Pakistan Coalition for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9HVG3REL 2405685:9TT63AI4

Towards a new digital ethics: Data, Dignity and Technology - European Commission (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:BLEX4UJX 2405685:TNLSBWZQ

Towards a framework for the use of ICT in teacher training in Africa - Unwin, Tim (Open Learning: The Journal of Open, Distance and e-Learning, 2005)
There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680510500094124 Extra URL: https://doi.org/10.1080/02680510500094124 KerkoCite.ItemAlsoKnownAs: 10.1080/02680510500094124 2339240:KKN62XAA 2405685:JJX3EQD5
Keywords: Africa; Education policy; ICT; Teacher training

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 2405685:P5529NJL

Towards a disability inclusive education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (Proceedings of the Background paper for the Oslo Summit on Education for Development, Oslo, Norway, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:5WJ5WXQ2 2405685:T8QSH6TA
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Towards a Disability Inclusive Education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (Oslo Summit on Education for Development, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:JPKX5XBG 2339240:SSMZBC9V 2405685:3AIMPPZI 2405685:LDMG6PB8
Keywords: ___working_potential_duplicate

Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills - Reinders, Hayo (Australian Journal of Teacher Education, 2010)
In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.
KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2010v35n5.4 10/gj3s8t 2339240:X9MKNXMG 2405685:ZLGSPJQE

Toward systematic review automation: a practical guide to using machine learning tools in research synthesis - Marshall, Iain J.; Wallace, Byron C. (Systematic Reviews, 2019)
Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1074-9 2405685:APRCIQMH 2486141:J73ILZH9 2486141:RNYWM2AZ
Keywords: Evidence synthesis; Machine learning; Natural language processing; _Added-ailr-2024

Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries - Moynihan, Donald; Beazley, Ivor (2016)
Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English)
KerkoCite.ItemAlsoKnownAs: 2339240:4ENY522F 2405685:56M9IZ3Y 4656463:5AQLD7ML

Toward learning at scale in developing countries: Lessons from the Global Learning XPRIZE Field Study - McReynolds, Andrew A.; Naderzad, Sheba P.; Goswami, Mononito; Mostow, Jack (Proceedings of the Seventh ACM Conference on Learning @ Scale, 2020)
Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains.
KerkoCite.ItemAlsoKnownAs: 10.1145/3386527.3405920 2339240:FMZ89DXQ 2405685:S5UUCPQH
Keywords: developing countries; global learning xprize; literacy; numeracy; social-emotional; tablet tutors; unesco.

Toward data-driven education systems: Insights into using information to measure results and manage change - Brookings (Brookings Institution, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NUJIHWHG 2405685:A7LND39E 4656463:I2U6Q6T4

Toward Data-Driven Education Systems: Insights into using information to measure results and manage change - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4LI72NDP 2339240:FZBZD2J5 2339240:NVMGTGNN 2405685:3M8A34C2 2405685:DYPLW36Q 2405685:NAUJIU5T 2405685:NN6DQVYH 2486141:KEQUNUFJ
Keywords: ⛔ No DOI found

Toward an experimental ecology of human development. - Bronfenbrenner, Urie (American psychologist, 1977)
Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/0003-066X.32.7.513 2339240:WGE3P8SG 2405685:LBGGSTDM

Toward a Successful Plan for Educational Technology for Low-Income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:QACMCJHK 2405685:RVDBGKGG
Keywords: ___working_potential_duplicate

Toward a Successful Plan for Educational Technology for Low-income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
Copious educational technology projects have been implemented in several low-income communities by multilateral institutions, individuals, and governmental agencies. Statistics show that the majority of these initiatives fail to accomplish their objectives, thereby wasting colossal amounts of money, talent, and resources. Scholars aver that poor planning and implementation are the major deterrents to a successful technology project (Flagg, 1990; Osin, 1998; Warschauer, 2006). Responding to this problem, the current work seeks to provide a model for an effective plan for introducing educational technology that will yield a better result for elementary education. Using as a case the One Laptop Per Child (OLPC), a computer program initiated by MIT professor Nicholas Negroponte to enhance education in low-income communities, this study specifically evaluates the planning and implementation strategies employed in the OLPC pilot projects in Abuja, Nigeria and Accra, Ghana. A participatory research approach was employed and qualitative data were collected in situ using in-depth interviews and questionnaires with parents, school leaders, students, public educational officials, community leaders, subject-matter experts, and OLPC personnel involved in the OLPC projects at LEA Galadima Primary School, Abuja, Nigeria and Kanda Primary School, Accra, Ghana. The project under study is a Western initiative; thus, the dominant paradigm of development communication theory and its alternative, the participatory action research, were employed as the theoretical framework. Results from the study allowed the researcher to posit a model toward a better plan for educational technology adoption in low-income communities. Some highlights include the need for every country to establish a standardized educational technology objective, ability to raise funds enough to keep it going, the need to incorporate local materials as major content, and acknowledging input of local experts, and the teachers' role in the entire process.
ISBN: 9781124554051 KerkoCite.ItemAlsoKnownAs: 2339240:3C5KL7WE 2405685:UGU8C7RW
Keywords: Applied sciences; Communication and the arts; Constructivist pedagogy; Education; Educational technology; Formative evaluation; Ghana; Low-income; Nigeria; One Laptop Per Child; ___working_potential_duplicate

Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone - Nicolai, Susan; Jordan, Katy; Adam, Taskeen; Kaye, Tom; Myers, Christina (International Journal of Educational Development, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102841 2405685:EFV98PTB

Toward a field of intersectionality studies: Theory, applications, and praxis - Cho, Sumi; Crenshaw, Kimberlé Williams; McCall, Leslie (Signs: Journal of Women in Culture and Society, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1086/669608 2339240:UD3PS46Y 2405685:8J3R2CKB

Toward a definition of mixed methods research - Johnson, R. Burke; Onwuegbuzie, Anthony J.; Turner, Lisa A. (Journal of mixed methods research, 2007)
shortDOI: 10/fksqf8 KerkoCite.ItemAlsoKnownAs: 10.1177/1558689806298224 10/fksqf8 2339240:95XZTNSZ 2405685:BSAC8M3C

Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature - Brown-Jeffy, Shelly; Cooper, Jewell E. (Teacher Education Quarterly, 2011)
The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a testable theoretical model nor has it been systematically viewed through the lens of critical race theory (CRT). By examining the evolution of CRP among some of the leading scholars, the authors broaden this work through a CRT infusion which includes race and indeed racism as normal parts of American society that have been integrated into the educational system and the systematic aspects of school relationships. Their purpose is to infuse the tenets of CRT into an overview of the literature that supports a conceptual framework for understanding and studying culturally relevant pedagogy. They present a conceptual framework of culturally relevant pedagogy that is grounded in over a quarter of a century of research scholarship. By synthesizing the literature into the five areas and infusing it with the tenets of CRT, the authors have developed a collection of principles that represents culturally relevant pedagogy. (Contains 1 figure and 1 note.)
Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:99DAXIRH 2405685:9V2M6ABC
Keywords: Cultural Pluralism; Culturally Relevant Education; Developmentally Appropriate Practices; Educational Quality; Ethnicity; Holistic Approach; Identification (Psychology); Inclusion; Literature Reviews; Minority Groups; Multicultural Education; Student Diversity; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; ⛔ No DOI found

Toward a conceptual framework for mixed-method evaluation designs - Greene, Jennifer C.; Caracelli, Valerie J.; Graham, Wendy F. (Educational evaluation and policy analysis, 1989)
shortDOI: 10/cjqt52 KerkoCite.ItemAlsoKnownAs: 10.3102/01623737011003255 10/cjqt52 2339240:UVASNUR6 2405685:GUZ6VDXL

Total expenditure on health: As a percentage of gross domestic product - World Health Organization (OECD Publishing, 2017)
This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health.
KerkoCite.ItemAlsoKnownAs: 10.1787/20758480-table1 2339240:MHK8A9XZ 2405685:W9MBXCLT

Total Cost of Ownership Model: Use the Total Cost of Ownership Model to budget for your mobile solution - Dimagi Inc
KerkoCite.ItemAlsoKnownAs: 2339240:RDHG65YI 2405685:QFXUSUK9

Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture - Schmiedel, T.; Müller, O; Brocke, J. (Organizational Research Methods, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094428118773858 2405685:E5FNF8J8 2486141:L8RC8FY4
Keywords: _Added-ailr-2024

Top Marks for Rising in Final Year Liberia Evaluation - Skidmore, Paul (Center for Global Development; Innovations for Poverty Action, 2019)
The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv
EdTechHub.ItemAlsoKnownAs: 2405685:FMWA647M

Top 10 lessons learned from implementing remote learning through IVR in Malawi - Carrol, Dr. Bidemi (RTI International, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L6GFWQZH 2405685:AJJ6R8BU

Top 10 Facts About Life Expectancy in Vietnam - Hiday, Haley (The Borgen Project, 2019)
Although it is true that the life expectancy rates tend to be relatively high in Vietnam, the most common causes of death, although preventable or treatable, have often been somewhat ignored by the country’s health officials and the general public. To get a better understanding of how these health oversights can and are being corrected, the list below states the top 10 facts about life expectancy in Vietnam as well as the efforts being made to enhance rates.
KerkoCite.ItemAlsoKnownAs: 2339240:SXP9VDNE 2405685:WZV8MQ2R

Tools - Uwezo - Uwezo
EdTechHub.ItemAlsoKnownAs: 2405685:WH77HHSM

Tools for your toolbox: Collecting data for cost-effectiveness with the Brookings Childhood Cost Calculator - D'Rozario, Jonny; Mitchell, Joel
KerkoCite.ItemAlsoKnownAs: 2339240:FGZVGV7F 2405685:AWY7Y3X5

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
KerkoCite.ItemAlsoKnownAs: 2339240:IPQ43H99 2405685:3ZR6C6DY
Keywords: CitedIn:eCubed; eCubed

Tools for knowledge and learning: a guide for development and humanitarian organizations - Ramalingam, Ben (Overseas Development Institute, 2006)
OCLC: 749000861 KerkoCite.ItemAlsoKnownAs: 2339240:KAPZXX6J 2405685:4V6LJZNM

Toolkits Platform - Ubongo
KerkoCite.ItemAlsoKnownAs: 2339240:4E2Q4UF3 2405685:NZQMLRX3

Toolkit on gender-sensitive participatory evaluation methods - Murthy, Ranjani K. (Institute of Social Studies Trust, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:D6V2D4T7
Keywords: Feminism; Feminist theory; India; Research; Sex discrimination against women; Women's studies

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8CCGV3KW 2405685:3QQ8X8NF