Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme - Maada Bio, Julius (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5TSMLUKK 2405685:FW7MT9FE

Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China - Ma, Yue; Fairlie, Robert; Loyalka, Prashant; Rozelle, Scott (National Bureau of Economic Research, 2020)
EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.
KerkoCite.ItemAlsoKnownAs: 10.3386/w26953 2339240:TNXB4CGW 2405685:K9L5U52U

The impact of computer assisted learning on rural Taiwanese children: evidence from a randomized experiment - Ma, Yue; Abbey, Cody; Hu, Derek; Hung, Weiting; Zhang, Xinwu; Chang, Chiayuan; Wu, Chyi-In; Rozelle, Scott (Stanford University, 2020)
The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration.
KerkoCite.ItemAlsoKnownAs: 2339240:T5H8LVEW 2405685:KKFYX9TA

M-Shule - M-Shule
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:TZPRLYZP 2405685:W7AUGT3C

M-Shule LEAD Toolkit: Learn, Evaluate, Activate, Data - M-Shule (2022)
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:U9I4ADKV 2405685:JVWSXCRL

M-Shule - Together we learn, together we succeed - M-Schule LTd (2018)
M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa
Library Catalog: m-shule.com KerkoCite.ItemAlsoKnownAs: 2405685:SBPUP4HV

Compounded Disadvantage: Race, Incarceration, and Wage Growth - Lyons, Christopher J.; Pettit, Becky (Social Problems, 2011)
Spending time in prison has become an increasingly common life event for low-skill minority men in the United States. The Bureau of Justice Statistics now estimates that one in three black men can expect to spend time in prison during his lifetime. A growing body of work implicates the prison system in contemporary accounts of racial inequality across a host of social, health, economic, and political domains. However, comparatively little work has examined the impact of the massive increase in the prison system—and growing inequality in exposure to the prison system—on racial inequality over the life course. Using a unique data set drawn from state administrative records, this project examines how spending time in prison affects wage trajectories for a cohort of men over a 14-year period. Multilevel growth curve models show no evidence of racial divergence in wages in quarters leading up to incarceration. However, after release, wages grow at a 21 percent slower rate for black compared to white ex-inmates. Blacks also enjoy fewer wage returns to work history compared to their white counterparts. This research broadens our understanding of the sources of racial stratification over the life course and underscores the relevance of recent policy interventions in the lives of low-skilled minority men.
Publisher: [Oxford University Press, Society for the Study of Social Problems] KerkoCite.ItemAlsoKnownAs: 10.1525/sp.2011.58.2.257 2339240:QIHJMA2I 2405685:3DUBDA85

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:RHJJP4E2 2339240:TWQV2AGE 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:88MZ92YX 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KKZ3ET5W 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2405685:CB7LMISX 2405685:EM4VG98Q
Keywords: Educational technology; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

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

Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools - Lynch, Paul; McCall, Steve; Douglas, Graeme; McLinden, Mike; Mogesa, Bernard; Mwaura, Martha; Muga, John; Njoroge, Michael (International Journal of Educational Development, 2011)
This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.08.006 2339240:99E5PNBZ 2405685:F3M4BRIW
Keywords: Inclusive education; Itinerant teachers; Kenya; Participatory action research; Visual impairment

Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in Malawi - Lynch, Paul; Lund, Patricia; Massah, Bonface (International Journal of Educational Development, 2014)
Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.07.002 2339240:MXTDK768 2405685:K9AQNHDY
Keywords: Albinism; Resource centres; Special educational needs; Teacher training; Visual impairment

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
ZenodoArchiveID: 5652129 previousZenodoArchiveID: 3891379 previousshortDOI: 10/ghgnfv previousDOI: 10.5281/zenodo.3891379 EdTechHub.Source: 2405685:LP4PGMNA shortDOI: 10/ghgnfv KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3891379 10.5281/zenodo.3891379 10.5281/zenodo.4348995 10.53832/edtechhub.0043 10/ghgnfv 2129771:3YH4WC8N 2129771:J35ZR45N 2339240:6VEXVUL7 2339240:CDU93LQU 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2339240:Z4FHRC9L 2405685:4PAZ4ZQH 2405685:8WYASBE4 2405685:KL56SD42 2405685:LP4PGMNA 2405685:S2A2EQQC 2405685:WFMBLBBE 2405685:XIQ5CL9B 2405685:XJ42VUQG 2405685:YY4LI6EI
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

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

ICTs and development in developing countries: a systematic review of reviews - Lwoga, Edda Tandi; Sangeda, Raphael Zozimus (The Electronic Journal of Information Systems in Developing Countries, 2019)
This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.
KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12060 2405685:2HFH9EJX 2534378:8P8Y85JD

Solutions EdTech face au COVID-19 dans les pays francophones - Lwamba, Etienne (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707816 2405685:3V3HQS3W
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Short and Long-Run Distributional Impacts of COVID-19 in Latin America - Lustig, Nora; Martinez Pabon, Valentina; Neidhöfer, Guido (2021)
We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the long-term consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects.
KerkoCite.ItemAlsoKnownAs: 2339240:TURVV9V3 2405685:R7SG8FJ4

Educational production and the distribution of teachers in Uruguay - Luschei, Thomas F.; Carnoy, Martin (International Journal of Educational Development, 2010)
In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2009.08.004 2339240:FXAV58GR 2405685:8AEB7BIB
Keywords: Comparative education; Educational policy; Teacher distribution; Teacher quality; Uruguay

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.
KerkoCite.ItemAlsoKnownAs: 2339240:J83HRBE6 2405685:BTDXQFJ9

Teacher Retention and Mobility in Sierra Leone: What factors motivate teachers to stay at or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, Alimamy James; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8
Keywords: _r:AddedByZotZen

Recommendations report for technology and CPD for secondary school leaders and teachers in Sierra Leone - Lurvink, Anne-Fleur; Haßler, Björn (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10726179 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1016 ZenodoArchiveConcept: 10726178
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Where do teachers go, and where do they stay? - Lurvink, Anne-Fleur; Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn; Godwin, Katie; Godwin, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler and Katie, Anne-Fleur Lurvink (EdTech Hub, 2023)
In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers.
KerkoCite.ItemAlsoKnownAs: 2405685:LC8X4TCC

No teacher is an Island - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie, Anne-Fleur Lurvink (Open Development and Education, 2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn; Open Development & Education (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2405685:JDHJV2U4

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)

A systems definition of educational technology in society - Luppicini, Rocci (Journal of Educational Technology & Society, 2005)
Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field.
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 2339240:SYKIEW4D 2339240:VYPJNX5C 2405685:HQP2WIHL 2405685:S9RRRHTA
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Growth and structural change in Africa: development strategies for the learning economy - Lundvall, Bengt-Åke; Lema, Rasmus (African Journal of Science, Technology, Innovation and Development, 2014)
shortDOI: 10/gf5knj KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979660 10/gf5knj 2405685:P6JSYUS9 261495:ZII5UIMH
Keywords: DIAL-RDO

The Learning Economy and the Economics of Hope - Lundvall, Bengt-Ake (Anthem Pr, 2016)
EdTechHub.ItemAlsoKnownAs:2405685:UXLKGYEP
Keywords: DIAL-RDO; Economic aspects; Information technology; Knowledge economy; Technological innovations

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

National systems of innovation: Toward a theory of innovation and interactive learning - Lundvall, Bengt-\AAke (Anthem Press, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:M8W9JU49 261495:T38AFXER
Keywords: DIAL-RDO

Moving high-stakes exams online: Five points to consider - Luna-Bazaldua, Diego; LIBERMAN, JULIA; LEVIN, VICTORIA (World Bank Blogs, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TX23DWVR 2405685:MYE3HI6U

Assessing outside of the “classroom box” while schools are closed: The potential of phone-based formative assessments to support learning continuity - Luna-Bazaldua, D; Liberman, J; Levin, V (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JBQUWG4K 2405685:RTBSFRAE

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.
KerkoCite.ItemAlsoKnownAs: 2405685:UNJD6IY6 2486141:PA4EZZ36

IDENTIFICAÇÃO DO MODELO DE NEGÓCIO DE UMA START-UP/TIC: ESTUDO DE CASO NA EMPRESA GEEKIE - Lulia Filho, Herivelto; Turri, Silvia Novaes Zilber; Silva, Eduardo Corneto; Santos, Edna de Souza Machado (Investigação Científica nas Ciências Humanas e Sociais Aplicadas 3, 2019)
This study does not only understand the state of the art of the startups, but also understand how a small company of technology-based structure, shape its business model to grow and strengthen their business. For this this article has how objective of research, identify and describe the business model of a Startup/ICT Brazilian that work in the area of the education. It was used the concepts of case study, when analyzing the company Start-up/ICT Geekie, but will be used only secondary data, being this research a documentary research. The results show that the adaptive learning platform Start-up/ICT Geekie offers innovative service, personalizing and customizing education schools where works. The business model creates value for students, teachers and schools. Limitations of this article are in not obtaining primary data direct in the Geekie company and have only one company as study focus which limits the understanding of the business model of firms in the education sector.
KerkoCite.ItemAlsoKnownAs: 10.22533/at.ed.69219160413 2339240:D9EVHTG4 2405685:V6X4436E

Globalization, corporatism, and critical language education - Luke, Allan; Luke, Carmen; Graham, Phil (International Multilingual Research Journal, 2007)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2405685:G4MPSTII 4042040:WMA7NTXG

Introduction to systems theory - Luhmann, Niklas; Baecker, Dirk; Gilgen, Peter (Polity Cambridge, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X232ZWJN 2405685:485X4Q3H
Keywords: ___working_potential_duplicate; auto_merged

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

Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and Uganda - Lucas, Adrienne M.; McEwan, Patrick J.; Ngware, Moses; Oketch, Moses (Journal of Policy Analysis and Management, 2014)
Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.21782 shortDOI: 10/gf7gt2 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.21782 10/gf7gt2 2405685:6XBY922E

Digital Divide in Developing Countries - Lu, Ming-te (Journal of Global Information Technology Management, 2001)
Publisher: Routledge _eprint: https://doi.org/10.1080/1097198X.2001.10856304 KerkoCite.ItemAlsoKnownAs: 10.1080/1097198X.2001.10856304 2339240:NRNWKC7T 2405685:92RTAQLI

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program - Loyalka, Prashant; Popova, Anna; Li, Guirong; Shi, Zhaolei (American Economic Journal: Applied Economics, 2019)
shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2405685:JMUTWKKB
Keywords: C:China

The Impacts of Introducing Accountability: Evidence from a Randomized Field Trial in Vocational Schools in China - Loyalka, Prashant; Li, Guirong; Yi, Hongmei; Johnson, Natalie; Shi, Henry (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UTAFDEVN 2405685:ZKU65ZFD
Keywords: ⛔ No DOI found

JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning - Lovett, Marsha; Meyer, Oded; Thille, Candace (Journal of Interactive Media in Education, 2008)
The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor_tour/
Number: 1 Publisher: Ubiquity Press shortDOI: 10/ghcsxd KerkoCite.ItemAlsoKnownAs: 10/ghcsxd 2405685:U4FGVWP3
Keywords: IDR; Mathematics Learning; case studies; design patterns; games; methodology; open learning; pattern languages

The native speaker and the mother tongue - Love, Nigel; Ansaldo, Umberto (Language Sciences, 2010)
This article presents a historical account of the role and function in linguistic theorising of the concepts ‘‘native speaker” and ‘‘mother tongue”, and serves to introduce a number of articles (Language Sciences vol. 32 no. 6) raising questions about various aspects of the idealised monolingualism that underlies much modern linguistics.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.langsci.2010.09.003 2405685:SBZCJYS3 4042040:VPK5PTT8

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

Achieving World-Class Education in Adverse Socioeconomic Conditions: The Case of Sobral in Brazil - Loureiro, Andre; Cruz, Louisee (World Bank, 2020)
This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.
Accepted: 2020-07-17T20:46:11Z KerkoCite.ItemAlsoKnownAs: 10.1596/34150 2339240:9VQRI5VD 2405685:448M7828 4656463:FPTSMMS3
Keywords: Early Childhood Education; Education; Education Quality; Education Reform; Education for All; Literacy; Primary Education; Secondary Education; Student Performance

Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? - Lortie-Forgues, Hugues; Inglis, Matthew (Educational Researcher, 2019)
There are a growing number of large-scale educational randomized controlled trials (RCTs). Considering their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and precision of effects found in those large-scale RCTs commissioned by the UK-based Education Endowment Foundation and the U.S.-based National Center for Educational Evaluation and Regional Assistance, which evaluated interventions aimed at improving academic achievement in K?12 (141 RCTs; 1,222,024 students). The mean effect size was 0.06 standard deviations. These sat within relatively large confidence intervals (mean width = 0.30 SDs), which meant that the results were often uninformative (the median Bayes factor was 0.56). We argue that our field needs, as a priority, to understand why educational RCTs often find small and uninformative effects.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X19832850 2339240:D96NKMSM 2405685:5ZWZTBBI

Upgrading the ICT questionnaire items in PISA 2021 - Lorenceau, Adrien; Marec, Camille; Mostafa, Tarek (2019)
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.
shortDOI: 10/ggjtph KerkoCite.ItemAlsoKnownAs: 10.1787/d0f94dc7-en 10/ggjtph 2339240:ZALQGM98 2405685:HAXV82VZ

Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 - Loredo, Karla Fabiola Arizmendi; Hidalgo, Mariana Fernández; Rivadeneira, Scott Núñez (Guayana Moderna, 2020)
Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros
Number: 9 KerkoCite.ItemAlsoKnownAs: 2339240:6X3HHCPW 2405685:ZELUQ57S
Keywords: ⛔ No DOI found

Matuto, Magbasa, Maglaro: Learning to read braille through play - Lopez, Rhianne M.; Pinder, Shane D.; Davies, T. Claire (Assistive Technology, 2019)
In September 2016, Digital Learning for Development and All Children Reading released a “Grand Challenge for Development” urging researchers to explore the barriers that children with sensory disabilities in the Philippines face with respect to learning how to read. We sought to address one component of this challenge; engagement of persons with visual impairment in learning how to read in braille. The primary goal of this study was to engage in the co-design process to create a device to help young children with visual impairments learn to identify letters and short words in braille as a first step to reading.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2019.1619633 2339240:KXPZKZ2F 2405685:Z3DSW4V3

Making government as a platform real - Loosemore, Tom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:M95LD3KM 2405685:3L2FR4LM 4656463:W3T7J3V6

Can Nudge Messaging Positively Influence School Attendance? - Longley, Sophie (EdTech Hub)
In Northern Ghana, Wunni Sabo's decision to prioritise his daughter's education, inspired by nudge messaging, is helping to spark a movement for learning. Click to read this story of change.
KerkoCite.ItemAlsoKnownAs: 2339240:WD9XWNG3 2405685:EYCJ7Z7K

Longhorn eLearning Website - Longhorn Publishers PLC
Library Catalog: elearning.longhornpublishers.com KerkoCite.ItemAlsoKnownAs: 2405685:MT54IIGR

Accelerated Learning Programmes: What can we learn from them about curriculum reform? - Longden, Ken (UNICEF, 2013)
The purpose of this paper is to present a cross-country analysis of the content and implementation of successful Accelerated Learning Programmes, ALPs. A literature search was conducted to find information on as many ALPs, as possible. This resulted in a matrix displaying key features of ALPs. Using the information from fifteen ALPs where almost complete data was available, an analysis was undertaken to discern the nature of these programmes in terms of providing improved access to learning. Five ALPs covering a range of types were selected for more detailed study. Finally, the lessons learned from ALPs were highlighted; potential implications for reform in the formal system were discussed with particular emphasis on the curriculum and teacher education.
KerkoCite.ItemAlsoKnownAs: 2339240:NDS4HXFZ 2405685:GUAFHF4Y 2405685:N3L7U5B2
Keywords: ⛔ No DOI found

The More You Know, the Less You Stress: Menstrual Health Literacy in Schools Reduces Menstruation-Related Stress and Increases Self-Efficacy for Very Young Adolescent Girls in Mexico - Long, Jeanne L.; Haver, Jacquelyn; Mendoza, Pamela; Vargas Kotasek, Selvia M. (Frontiers in Global Women's Health, 2022)
Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City, Puebla, and Mérida, Mexico. The study focuses on female students in 5th and 6th grade who participated in We See Equal, a school-based program centered on gender equality and puberty education, between September 2018 and December 2019. This study used a cross-sectional quantitative cohort approach to document changes in girls' experiences and perceptions around managing menstruation in school. The analysis compares girls' knowledge and experiences before and after participation in We See Equal to understand how knowledge changes over the program and how those changes may contribute to menstruation-related school engagement, stress, and self-efficacy (MENSES) outcomes. Multivariate regression models explored relationships between MENSES outcomes, knowledge and socioeconomic status (SES). Overall, results show that the more knowledge girls acquired, the higher their self-efficacy score and the lower their stress score, however, certain MHH knowledge was more predictive of MENSES outcomes and varied by SES. Among girls from lower SES, we observed significant relationships between knowing what their period was prior to menarche and the three MENSES outcomes. Decreases in menstruation-related stress were driven by items related to the practical knowledge of how to dispose of sanitary pads and reduced feelings of nervousness on days they had their period at school. Increases in self-efficacy were primarily driven by girls' confidence in their ability to track their period from month to month, feelings that they could still do well on an exam if they had their period at school, and security that they could ask a friend to lend them a pad if they needed one. Implications for future menstrual health literacy programming and targeting populations for menstrual health education, as well as priorities for future research will be discussed.
KerkoCite.ItemAlsoKnownAs: 10.3389/fgwh.2022.859797 2405685:SK7LE4U2 2486141:9CX994F4

Organising a strategic phase in the budget process - Long, Cathal; Welham, Bryn (2016)
This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process.
KerkoCite.ItemAlsoKnownAs: 2339240:4RISPTH3 2405685:H78XAJHJ 4656463:DEXM3UX2

Intergovernmental fiscal transfers, equity and service delivery: lessons from Uganda - Long, Cathal; Fraser, Alasdair; Mbate, Michael; Lacroix, Antoine (ODI: Think change, 2021)
Analysing the equity of government fiscal resource allocation
KerkoCite.ItemAlsoKnownAs: 2339240:ZR6FLK9A 2405685:BGCRN4D3 4656463:6IGGVE36

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. . - London, Jonathan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:C9DT58AH 2405685:9HR7QQQ6 4656463:PC9PS3MC

Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts - Lomas, James; Claxton, Karl; Martin, Stephen; Soares, Marta (Value in Health, 2018)
Considering whether or not a proposed investment (an intervention, technology, or program of care) is affordable is really asking whether the benefits it offers are greater than its opportunity cost. To say that an investment is cost-effective but not affordable must mean that the (implicit or explicit) “threshold” used to judge cost-effectiveness does not reflect the scale and value of the opportunity costs. Existing empirical estimates of health opportunity costs are based on cross-sectional variation in expenditure and mortality outcomes by program budget categories (PBCs) and do not reflect the likely effect of nonmarginal budget impacts on health opportunity costs. The UK Department of Health regularly updates the needs-based target allocation of resources to local areas of the National Health Service (NHS), creating two subgroups of local areas (those under target allocation and those over). These data provide the opportunity to explore how the effects of changes in health care expenditure differ with available resources. We use 2008–2009 data to evaluate two econometric approaches to estimation and explore a range of criteria for accepting subgroup specific effects for differences in expenditure and outcome elasticities across the 23 PBCs. Our results indicate that health opportunity costs arising from an investment imposing net increases in expenditure are underestimated unless account is taken of likely nonmarginal effects. They also indicate the benefits (reduced health opportunity costs or increased value-based price of a technology) of being able to “smooth” these nonmarginal budget impacts by health care systems borrowing against future budgets or from manufacturers offering “mortgage” type arrangements.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jval.2017.10.006 2339240:LGRL2L6H 2405685:XZML4VWY

Intersectionality as a lens to the COVID-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts - Lokot, Michelle; Avakyan, Yeva (Sexual and Reproductive Health Matters, 2020)
shortDOI: 10/ggv23f KerkoCite.ItemAlsoKnownAs: 10/ggv23f 2405685:VMGH2PUG

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2405685:DBMD28PC 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and...
Publisher: Society for Information Technology & Teacher Education KerkoCite.ItemAlsoKnownAs: 2339240:2DX9UEXA 2405685:XK4TIVSF
Keywords: ⛔ No DOI found

Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis - Lohr, Sharon; Schochet, Peter Z; Sanders, Elizabeth (National Center for Education Research (NCER), 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:LEBL4H69 2405685:AT59KTP8

The Net Neutrality Situation in the EU Evaluation of the First Two Years of Enforcement - Lohninger, Thomas; Gollatz, Benedikt; Hoffmann, Cornelia; Steinhammer, Erwin; Deffaa, Ludger; Al-Awadi, Ali; Czák, Andreas (Epicenter Works, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:I33D3ZVM

Policies, performance and panaceas: The role of international large-scale assessments in developing countries - Lockheed, M.E. (Compare: A Journal of Comparative and International Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:Q9XH5JKL 2405685:2CZ3PBXV
Keywords: ⛔ No DOI found

Fostering self-regulation in online learning in K-12 education - Lock, Jennifer; Eaton, Sarah Elaine; Kessy, Elaine (Northwest Journal of Teacher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.15760/nwjte.2017.12.2.2 2405685:Q63LG7IQ

Malawi - LNGB Consortium
KerkoCite.ItemAlsoKnownAs: 2339240:NNDLYW32 2405685:8WX9B2SD

Enketo - LLC), Martijn van de Rijdt (Enketo
Enketo Open-Source Project for the ODK ecosystem: OpenRosa Enketo.
KerkoCite.ItemAlsoKnownAs: 2405685:L9KK7R25

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, T.; Williams, S.; Adams, A. (eLearning Papers, 2013)
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:IHCKZLJS 2339240:KUBQWJSR 2339240:U3ZRM9IM 2339240:YQA2VAY4 2405685:4RBFSPKP 2405685:DNM3JPK6 2405685:T92PBF4M 2405685:V86AWP3A 2405685:WBWECXQ5 2534378:AD45N862
Keywords: C:Low- and middle-income countries; NOTdocs.opendeved.net; ___working_potential_duplicate; ⛔ No DOI found

Global Kids Online: Comparative report - Livingstone, Sonia; Kardefeld-Winther, Daniel; Saeed, Marium (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D5J8ZAAR 2405685:JWM3JX3Z

Split-attention and redundancy effects on mobile learning in physical environments - Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred (Computers & Education, 2012)
00015 shortDOI: 10/dwzfrp KerkoCite.ItemAlsoKnownAs: 10/dwzfrp 2129771:5VX6SF5Q 2405685:HJSVM7LN

Effects of cues and real objects on learning in a mobile device supported environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (British Journal of Educational Technology, 2013)
00002 shortDOI: 10/f4th36 KerkoCite.ItemAlsoKnownAs: 10/f4th36 2129771:P6D53738 2405685:NRB2HSA4

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)
00001 shortDOI: 10/f5rxgq KerkoCite.ItemAlsoKnownAs: 10/f5rxgq 2129771:CBG72EKD 2405685:Z2D4VWIP

基于 iPad 的民汉双语电子教材开发与应用研究 [Research on the development and application of bilingual electronic textbooks based on iPad] - Liu, Junling; Zhang, Yawei (中小学电教 [Primary and Middle School Educational Technology], 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:FE44MKVM 4042040:YCQ2YEGF
Keywords: ⛔ No DOI found

Social vulnerability of rural households to flood hazards in western mountainous regions of Henan province, China - Liu, Delin; Li, Yue (Natural Hazards and Earth System Sciences, 2016)
Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 % of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r = 0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard.
shortDOI: 10/f8sdhw KerkoCite.ItemAlsoKnownAs: 10.5194/nhess-16-1123-2016 10/f8sdhw 2339240:GAN6EQPK 2405685:DQC5IFF8

Education policy reform in Sri Lanka: the double-edged sword of political will - Little, Angela W. (Journal of Education Policy, 2011)
In 1997, the Government of Sri Lanka launched a comprehensive set of education reforms designed to promote equitable access to basic education and improvements in learning outcomes. The package of reforms arose as a political response to widespread youth unrest in the late 1980s and attracted considerable ‘political will’, a vague but much vaunted term in the international policy discourse. Yet, despite seemingly high levels of national political will, reform has not been plain sailing. Using evidence from interviews with policy elites and an analysis of policy texts and evaluations, this paper analyses the role of political will at national and local levels in policy formulation and implementation in a policy environment characterised by ‘patronage politics’. It explores the interaction between the political, administrative, technical, human resource and financial drivers and inhibitors of five reform components and argues that local-level political will, as well as national-level political will, has played a central role in determining whether formulated policies are translated into action on the ground. ‘Political will’ is a double-edged sword.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680939.2011.555005 shortDOI: 10/dgbq9t KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.555005 10/dgbq9t 2339240:9RULM75W 2405685:9LJS6GTB
Keywords: Sri Lanka; policy implementation; political will

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

AfterAccess: ICT access and use in Asia and the Global South - LIRNEasia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VFQGLJQM 2405685:Q7ERERPN

AfterAccess: ICT access and use in Asia and the Global South - LIRNE Asia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WCW6IF9Y 2405685:LYCBIJZN

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

Case study: Team Girl Malawi - Link Education International (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:B9EEH33I

Case Study: TEAM Girl Malawi - Link Education International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VTNN7IW4 2405685:C9CRSJF9

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT
Keywords: Important; Read

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2339240:T6FJICU7 2405685:NECFNMUF
Keywords: Important; Read

Why COVID-19 has increased the urgency to reach women with mobile technology - Lindsey, D. (GSMA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4MIJ7NMT 2405685:JS9VAPW4

Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural Nicaragua - Lindenberg, Anni; Henderson, Kathryn I.; Durán, Leah (Global Education Review, 2016)
This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
Publisher: Mercy College New York, 555 Broadway, Dobbs Ferry, NY 10522 KerkoCite.ItemAlsoKnownAs: 2339240:RDWK6U2A 2405685:NC2GF9UJ 2534378:5IKXPAZE 2534378:A6LCUC6A 2534378:FBSEQ7BK
Keywords: Barriers; ERIC; Current Index to Journals in Education (CIJE); Early Childhood Education; Educational Change; Educational Opportunities; Elementary Education; Elementary School Students; Elementary School Teachers; Ethnography; Foreign Countries; Grade 3; Grade 6; Instructional Effectiveness; Instructional Innovation; Intermediate Grades; Intervention; Mathematics; Mathematics Instruction; Mentors; Middle Schools; Nicaragua; Observation; Pedagogical Content Knowledge; Poverty; Primary Education; Rural Areas; Semi Structured Interviews; Teacher Education; Teaching Methods; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096190; __finaldtb; ⛔ No DOI found

Double-Shift Secondary Schools: Possibilities and Issues - Linden, Toby (2001)
KerkoCite.ItemAlsoKnownAs: 2339240:8VG32CVC 2405685:RZP43K2T

Complement or Substitute? The Effect of Technology on Student Achievement in India - Linden, Leigh (World Bank, 2008)
Abstract: Using a pair of randomized evaluations, I evaluate a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in-school and out-of-school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in-school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities.
KerkoCite.ItemAlsoKnownAs: 2339240:UNYD2PYZ 2339240:W5LJ3B2E 2405685:8ICCPSNR 2405685:BJL8IBBJ 2405685:DZJE7MAV
Keywords: ⛔ No DOI found

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2405685:HHW46K4J 2486141:4VVTVLXD
Keywords: _Added-ailr-2024

Computer-Adaptive Testing: A Methodology Whose Time Has Come - Linacre, John Michael (2000)
KerkoCite.ItemAlsoKnownAs: 2339240:8WUTNX5H 2405685:75GPIM95
Keywords: ⛔ No DOI found

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)
00005 shortDOI: 10/cxp3pm KerkoCite.ItemAlsoKnownAs: 10/cxp3pm 2129771:GG442MGK 2405685:QVRRBCQP

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9HMQ57TL 2405685:ZXUFKWM5

Educational Technology: How Important Is It In Today's Education Industry? - Lim, Alexander (eLearning Industry, 2021)
Technological advancement has impacted a lot on education. Find out the 7 most common benefits of educational technology!
KerkoCite.ItemAlsoKnownAs: 2339240:I6IJMXVZ 2405685:79G9FM7F

Pakistan: A Hard Country - Lieven, Anatol (PublicAffairs, 2012)
An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns.
Google-Books-ID: _tq3zQEACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:96VSX2XE 2405685:8F4WBPTU

Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers - Lichand, Guilherme; Wolf, Sharon (University of Zurich Department of Economics, 2021)
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.
Num Pages: 79 Number: 357 Publisher: University of Zurich KerkoCite.ItemAlsoKnownAs: 2339240:25SIYBSH 2405685:8JXUFKSH

The impacts of remote learning in secondary education during the pandemic in Brazil - Lichand, Guilherme; Doria, Carlos Alberto; Leal-Neto, Onicio; Fernandes, João Paulo Cossi (Nature Human Behaviour, 2022)
The transition to remote learning in the context of COVID-19 might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the ﬁrst school quarter of 2020, but not thereafter, we estimate the eﬀects of remote learning in secondary education using a diﬀerences-in-diﬀerences strategy that contrasts variation in students’ outcomes across diﬀerent school quarters, before and during the pandemic. We also estimate intention-to-treat (ITT) eﬀects of reopening schools in the pandemic through a triplediﬀerences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over 2020’s last school quarter. We ﬁnd that, under remote learning, dropout risk increased by 365% and test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group.
KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01350-6 2339240:Z4VIWPC2 2405685:IPG893HE

Behavioral nudges to prevent learning losses and dropout risk during the pandemic: experimental evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (University of Zurich Department of Economics, 2021)
Using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil, this paper documents that behavioral nudges, sent through text messages to students or their caregivers during remote learning in the context of COVID-19, significantly increased test scores in a standardized assessment test conducted with high-school seniors on the following year. Impacts were positive across the entire test score distribution, but nudges increased inequality in test scores. Relying on missing scorecard grades as a proxy for dropout risk across all high-school grades during remote learning, we show that nudges decreased this metric by 20% (although the effect is only imprecisely estimated). In contrast to test scores, nudges decreased inequality in dropout risk. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:VMRHPQ3G 2405685:FXZ3IKVM
Keywords: COVID-19; Dropouts; Learning Losses; Nudges; Remote Learning

Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (Social Science Research Network, 2022)
Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:9QTNGBWL 2405685:AZD43GWL
Keywords: COVID-19; Learning Losses; Nudges; Remote Learning

Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic: Experimental Evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (2022)
Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:JD93USWJ 2405685:D5LZH4FM
Keywords: COVID-19; Learning Losses; Remote Learning; Socio-emotional Skills

Using Nudges to Prevent Student Dropouts in the Pandemic - Lichand, Guilherme; Christen, Julien (arXiv, 2020)
The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.
arXiv:2009.04767 [econ, q-fin] type: article KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2009.04767 2339240:WX5STLI5 2405685:5NDB545S
Keywords: Economics - General Economics

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JDX9HQKE

The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P.A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (BMJ (Clinical research ed.), 2009)
Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9
Keywords: ___working_potential_duplicate; auto_merged

The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P.A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (BMJ (Clinical research ed.), 2009)
Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9
Keywords: ___working_potential_duplicate

The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P. A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (PLOS Medicine, 2009)
Alessandro Liberati and colleagues present an Explanation and Elaboration of the PRISMA Statement, updated guidelines for the reporting of systematic reviews and meta-analyses.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1000100 2339240:6UIGEI94 2405685:5W5L99LJ
Keywords: Clinical research design; Database searching; Medical risk factors; Metaanalysis; Publication ethics; Randomized controlled trials; Research reporting guidelines; Systematic reviews

China: testing a decade of online education preparation - Liangdi, Xu; Groenewegen-Lau, Jeroen (EdTech Hub, 2020)
ZenodoArchiveID: 4705990 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705990 2339240:S2B995E4 2405685:P5B4YWID
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2405685:XGZM5SEC 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

Geography and rural household income: A village level study in Henan Province, China - Li, Xiaojian; Fan, Xinsheng (Chinese Geographical Science, 2010)
This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI.
shortDOI: 10/dndbzt KerkoCite.ItemAlsoKnownAs: 10.1007/s11769-010-0001-8 10/dndbzt 2339240:8FLCU9Z3 2405685:IURAQUEZ

The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (Sustainability, 2018)
The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su10041093 2339240:K7VEMP7J 2405685:EKITST4W
Keywords: ICT in education; country-specific developments; in-service teacher training; interactive learning environments; self-regulated learning

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

The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Sukhbaatar, Javzan; Takada, Jun-ichi (Education Sciences, 2019)
This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020078 2339240:XWWZXZ76 2405685:EENQXYD4
Keywords: ICT in education; ___working_potential_duplicate; auto_merged; education policy; educational change; factors promoting ICT integration; teacher’s professional development

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 2405685:8CTWM5GN
Keywords: ⛔ No DOI found

Empowering student learning through Tablet PCs: A case study - Li, Sandy C; Pow, Jacky WC; Wong, Emily ML; Fung, Alex CW (Education and Information Technologies, 2010)
00020 shortDOI: 10/b9nvxb KerkoCite.ItemAlsoKnownAs: 10/b9nvxb 2129771:C2WDC5BW 2405685:VEIBI2JH

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

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

语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [Language Revitalization: Language Revitalization: A Study on Naxi Language Education in Four Primary Schools in Lijiang] - Li, Hongyao (Yunnan Normal University, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:I59D77LV 4042040:FQSX8QYH

The COVID-19 pandemic has changed education forever. This is how - Li, Cathy; Lalani, Farah (World Economic Forum, 2020)
Library Catalog: www.weforum.org KerkoCite.ItemAlsoKnownAs: 2405685:EU7VTJWV

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region - Lewis, Kent; Thacker, Simon (World Bank, 2016)
More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs.
KerkoCite.ItemAlsoKnownAs: 2339240:FWSEWBZS 2405685:F7YA8GIX 2405685:JDXTAB43
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

Teachers for All: Inclusive Teaching for Children with Disabilities - Lewis, Ingrid; Bagree, Sunit (International Disability and Development Consortium, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:D28PA79H
Keywords: ⛔ No DOI found

Is civil society in trouble in Bangladesh? - Lewis, D (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ESCEXEUH 2405685:IJQ2EZ6Y

Smart buys, great sales and special offers: cost-effective approaches to improve global learning - Lewin, Keith; Learning | 0; Learning | 0 (The Education and Development Forum (UKFIET), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4GZPTGRL 2405685:7CGSPQI6

The Politics and Governance of Basic Education: A Tale of Two South African Provinces - Levy, Brian; Cameron, Robert; Hoadley, Ursula; Naidoo, Vinothan (Oxford University Press, 2018)
This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role.
KerkoCite.ItemAlsoKnownAs: 10.1093/oso/9780198824053.001.0001 2339240:WT6WIKZU 2405685:877VIS9E 4656463:FF9PHTK5
Keywords: Eastern Cape; South Africa; Western Cape; bureaucracy; how context matters; institutions; participatory governance; political settlements; politics of education; school-level governance

Working with the Grain: Integrating Governance And Growth In Development Strategies - Levy, Brian (Oxford University Press, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:VLTSKIWJ 2405685:KKIS954H 4656463:YD2QJFAF

Teaching Writing with Radio - Levine, Sarah; Franzel, Johanna (English Journal, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:PTDACQYM
Keywords: ⛔ No DOI found

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

Social-ecological systems as complex adaptive systems: modeling and policy implications - Levin, Simon; Xepapadeas, Tasos; Crépin, Anne-Sophie; Norberg, Jon; De Zeeuw, Aart; Folke, Carl; Hughes, Terry; Arrow, Kenneth; Barrett, Scott; Daily, Gretchen (Environment and Development Economics, 2013)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.1017/S1355770X12000460 2339240:R7QV97YW 2405685:WI5DSKZU

Cost-Effectiveness and Affordability of Interventions, Policies, and Platforms for the Prevention and Treatment of Mental, Neurological, and Substance Use Disorders - Levin, Carol; Chisholm, Dan (Mental, Neurological, and Substance Use Disorders: Disease Control Priorities, 2016)
Since the turn of the millennium, considerable progress has been made in developing an evidence base on which interventions are effective and feasible for improving mental health in low- and middle-income countries (LMICs). Such evidence provides a critical input to the formulation of plans and priorities to address the large and growing burden of mental, neurological, and substance use (MNS) disorders. However, for successful and sustainable scale-up of effective interventions and innovative service delivery strategies, decision makers require not only evidence of an intervention’s impact on health and other outcomes, such as equity or poverty, but also evidence of its cost and cost-effectiveness. Cost data provide information relevant to the financial planning and implementation of prioritized, evidence-based strategies; cost-effectiveness analysis indicates the relative efficiency or value for money associated with interventions or innovations. The application of economic evaluation to MNS disorders has largely focused on the assessment of a specific intervention’s costs and health outcomes, relative to some comparator, which may be treatment as usual, another innovation, or no intervention. Such assessments have often been conducted alongside clinical trials, enabling health economic researchers to add resource use questions to study protocols, generate estimates of each trial participant’s health care costs, and relate these costs to primary outcome measures in the form of cost-effectiveness ratios. We review this type of economic evidence over the course of this chapter, with a particular focus on studies that have been successfully carried out in LMICs. However, the number of completed studies remains small and insufficient to inform resource allocation decisions in all the national settings where cost-effectiveness information would be valuable, including the many countries where informal or traditional health care represents the predominant model of service availability. This paucity of economic evidence reflects the overall lack of resources and infrastructure for mental health services in LMICs, including research capacity. Partly to address the paucity of cost-effectiveness trials, as well as their intrinsic specificity to the setting in which they are conducted, a broader, modeling-based approach has also been used to build up economic evidence for international mental health policy and planning. This approach includes the earlier editions of the Disease Control Priorities (DCP) project and the World Health Organization’s (WHO) CHOosing Interventions that are Cost-Effective (CHOICE) project. Such model-based studies rely on existing data, as well as several analytical assumptions; these studies have adopted an epidemiological, population-based approach that identifies the expected costs and health impacts of delivering evidence-based interventions at scale in the population as a whole, whether a specific country or an entire region. We also review this form of economic evidence and comment on important gaps in the current evidence base, as well as the relative strengths and limitations of this approach. One important limitation of conventional cost-effectiveness analysis—whether garnered through trial-based or model-based approaches—is that it is restricted to consideration of the specific implementation costs and health-related outcomes of an intervention; it does not typically extend to the nonhealth or wider economic or social value of investing in mental health innovation and service scale-up. In particular, cost-effectiveness analysis in its conventional form has little to say about the equitable distribution of costs and health gains across different groups of the target population. Incorporation of such concerns into economic evaluation represents a major objective of extended cost-effectiveness analysis, which is explored and addressed specifically in chapter 13 in this volume (Chisholm, Johansson, and others 2015). In this chapter, we review the available cost-effectiveness evidence for the different levels and underpinning strategies of the mental health care system, with a focus on information generated in or for LMICs. Based on the overall analytical framework and priority intervention matrices developed for this volume, the remainder of the chapter is presented as follows. First, we consider the economic evidence for mental health prevention and protection at the population and community levels of the health and welfare system, including legislative, regulatory, and informational measures at the public policy level (population platform), as well as school-, workplace-, and community-based programs (community platform). We then examine the economic evidence relating to the identification and treatment of MNS disorders (health care platform), focusing on the relative cost-effectiveness or efficiency of treatment programs implemented in nonspecialized versus more specialized health care settings. Finally, we assess the financial costs and budgetary implications of implementing or scaling up a set of prioritized, cost-effective interventions. Our review is based on available, published literature. A systematic search of the literature for LMICs was undertaken in PubMed to find articles published since 2000 in English. The search combined terms for specific mental health interventions with economic terms such as “cost,” “cost-effectiveness,” or “quality-adjusted life year (QALY),” as well as the names of all LMICs and their respective regions (see annex 12A for a list of search terms used to identify relevant literature). Where little or no literature was found for LMICs on interventions of potential importance, this systematic search was augmented by selective searches of the literature available since 1995 for high-income countries (HICs); however, these results are not included in the figures or tables. Annex 12B provides the search statistics. Articles included in the review were graded using the checklist of Drummond and others (2005) to generate a quality score for each article, with most studies graded between 7 and 10. Annex 12C provides a list of studies that were used to generate the tables and figures presented in this chapter. It presents detailed information on the intervention characteristics and comparators, target population group, geographic location, methodology, results, and quality scores. All cost-effectiveness results are presented in 2012 US$ except where noted otherwise. Consistent with earlier iterations of DCP, reported regional estimates refer to the World Bank’s categorization of countries by income.
KerkoCite.ItemAlsoKnownAs: 2339240:MMWPL7JY 2405685:NEXA5KQM

Learning about System Renewal - Levin, Ben; Fullan, Michael (http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100), 2008)
Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do.
shortDOI: 10/dccxs9 KerkoCite.ItemAlsoKnownAs: 10.1177/1741143207087778 10/dccxs9 2339240:3LWL9VYA 2405685:J5NZ3E5U

Using Systems Thinking to Leverage Technology for School Improvement: Lessons Learned from Award-Winning Secondary Schools/Districts - Levin, Barbara B.; Schrum, Lynne (Journal of Research on Technology in Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2013.10782612 2339240:69K9JUIM 2339240:8VN49V4I 2405685:77XDGLI6 2405685:PA3QLH3N

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-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

Tablet-based Learning for Foundational Literacy and Math: An 8-month RCT in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie (2020)
Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys.
KerkoCite.ItemAlsoKnownAs: 2339240:2MD5BSLB 2405685:2MMJYNCA

The effect of extra funding for disadvantaged pupils on achievement - Leuven, Edwin; Lindahl, Mikael; Oosterbeek, Hessel; Webbink, Dinand (The Review of Economics and Statistics, 2007)
Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1162/rest.89.4.721 2339240:LF274ZEU 2405685:9HHD5MSV

Quality of Education and Teacher Learning: A Review of the Literature - Leu, Elizabeth; Price-Rom, Alison (American Institutes for Research under the EQUIP1 LWA Academy for Educational Development, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:K3KECM73 2405685:TTR5IKQQ

Quality of education and teacher learning: a review of the literature - Leu, Elizabeth; Price-Rom, Alison (American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:B7A7AZI7 2405685:7Z8J5D5F

The Patterns and Purposes of School-based and Cluster Teacher Professional Development Programs - Leu, ELizabeth (USAID/EQUIP1, 2004)
KerkoCite.ItemAlsoKnownAs: 2405685:QJLN9WJY

Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation - Leu, Donald J.; O’Byrne, W. Ian; Zawilinski, Lisa; McVerry, J. Greg; Everett-Cacopardo, Heidi (Educational Researcher, 2009)
Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X09336676 2339240:G7HBV3LN 2405685:KGVLTZTW
Keywords: literacy; new literacies; online reading comprehension; technology

Comparative Judgement as a Promising Alternative to Score Competences - Lesterhuis, Marije; Verhavert, San; Coertjens, Liesje; Donche, Vincent; Maeyer, Sven De (Innovative Practices for Higher Education Assessment and Measurement, 2017)
To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised....
ISBN: 9781522505310 Pages: 119-138 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-0531-0.ch007 2339240:UE3LKEDA 2405685:Y88QTIX4

Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs - Lersilp, Suchitporn; Putthinoi, Supawadee; Lersilp, Theeratorn; Mackenzie, Lynette (Occupational Therapy International, 2018)
The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.
KerkoCite.ItemAlsoKnownAs: 10.1155/2018/3705946 2339240:IP8YALEF 2405685:RQFMF9HT

The hidden costs of reward: new perspectives on the psychology of human motivation - Lepper, Mark L.; Green, David (Psychology Press, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WZLWE4C2 2405685:4BH73NHE

Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school - Leonard, Jack (Urban Education, 2011)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0042085911400337 2339240:MJ3KTJ82 2405685:TQLJN86X

Operationalising positive tipping points towards global sustainability - Lenton, Timothy M.; Benson, Scarlett; Smith, Talia; Ewer, Theodora; Lanel, Victor; Petykowski, Elizabeth; Powell, Thomas W. R.; Abrams, Jesse F.; Blomsma, Fenna; Sharpe, Simon (University of Exeter: Global System Institute, 2022)
Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points.
KerkoCite.ItemAlsoKnownAs: 2339240:62SKN9I7 2405685:ZUTFIIJ3

The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis - Lemire, Sebastian; Peck, Laura R.; Porowski, Allan (Politics & Policy, 2023)
Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果，因此是一种重要的政策分析类型。过去50年里，出现了三次证据审查浪潮，即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法，并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述，本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具，(2)嵌入公平视角，(3)将研究转化为实践。结论将这些发展与公共政策相联系，识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。
KerkoCite.ItemAlsoKnownAs: 10.1111/polp.12532 2405685:HNC2CICS 2486141:KBTHBHWM 2486141:U8BG8VRZ
Keywords: _Added-ailr-2024; análisis de políticas; componentes básicos; core components; evidence review; meta-analysis; metanálisis; mixed methods; métodos Mixtos; policy analysis; research synthesis; revisión de evidencia; revisión sistemática; systematic review; síntesis de Investigación; 政策分析; 核心组分; 混合方法; 研究综合; 系统性综述; 荟萃分析; 证据审查

Leh Wi Lan: 12th Quarterly Report - Leh Wi Lan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5RCQFTGZ 2405685:ID2XMAX7

Principal Dashboard - Leh Wi Lan (Leh Wi Lan, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QQ28IZKC 2405685:ZHDNZNFK

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TVYLJS4I 2405685:IUJU327A

Tangerine for Principals: Pilot Report - Leh Wi Lan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FABJDBVM 2405685:GH5X7RUQ

Tangerine Pilot: Report on pilot implementation - Leh Wi Lan (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:FAHXZEH4 2405685:9RZWXU6Y

Distance Learning A guide to playful distance learning – online and offline - Lego Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5MI3FHD6

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk - Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza (Educational Researcher, 2020)
Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X20922998 2405685:YQ9ZBFKH

Scaling Educational Innovations in Singapore: the roles of Policymakers, Practitioners, and Researchers - Lee, Shu-Shing (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:52TG47S9 2405685:AWF9RSPZ
Keywords: ⛔ No DOI found

Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus - Lee, S; Swanto, K; Lajium, S; Suppiah, D; Suppiah, Shubashini (2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
KerkoCite.ItemAlsoKnownAs: 2339240:7QBPDK43 2405685:5VBFZ3XT

Review of International Research on Factors Underlying Teacher Absenteeism. - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
Publication Title: Regional Educational Laboratory Pacific KerkoCite.ItemAlsoKnownAs: 2339240:QK98HZNR 2405685:B77I7YF6
Keywords: Academic Rank (Professional); Accountability; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; Institutional Characteristics; Predictor Variables; Proximity; Sanctions; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
KerkoCite.ItemAlsoKnownAs: 2405685:Z9V9R7T9 4042040:VY5IMADZ 4556019:D8JJI88Z 4556019:IDEEUGZN
Keywords: Academic Rank (Professional); Accountability; C:LMIC; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; LMICs; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment; ⛔ No DOI found

Designing the Education Workforce - Lee, Ju-Ho; Steer, Liesbet; Jimenez, Emmanuel; King, Elizabeth M.; Erikson, Eliza (Social Science Research Network, 2020)
There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3588221 2339240:MF8V2ZWX 2405685:58WPT2Z3
Keywords: Designing the Education Workforce; Eliza Erikson; Elizabeth M. King; Emmanuel Jimenez; Ju-Ho Lee; Liesbet Steer; SSRN

Learning from What Works: RBF in Education - Lee, Jessica; Medina, Octavio (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:99ZH7LFR 2405685:RTB9AMYG 4656463:L2JHG9SK

Enhancing early numeracy skills with a tablet-based math game intervention: a study in Tanzania - Lee, Hye Kyung; Choi, Ahram (Educational Technology Research and Development, 2020)
The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-020-09808-y 2339240:XJE4Z4AB 2405685:4HCX9ZIQ

Sisimpur’s reach and educational impact: Evidence from a national longitudinal survey of a Sesame Street project in Bangladesh. - Lee, H.J. (Sesame Workshop, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:KIX4GIDD 2405685:JU9AZWT2 4803016:35JDVYDE

Technology functions for personalized learning in learner-centered schools - Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles M. (Educational Technology Research and Development, 2018)
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-018-9615-9 2339240:GUNE7QI3 2405685:YKDTT2EJ

Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico - Ledger, Susan; Masinire, Alfred; Díaz, Miguel Angel; Burgess, Madeline (education policy analysis archives, 2021)
The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.
KerkoCite.ItemAlsoKnownAs: 10.14507/epaa.29.6233 2339240:F5WE3FYK 2405685:J5B2NK2G

The evolution of school league tables in England 1992-2016: ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’ - Leckie, George; Goldstein, Harvey (British Educational Research Journal, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1002/berj.3264 2339240:2UXBFRJS 2405685:D3NI23TE 4656463:RK8I8LAW

The Learning Passport - Learning Passport
KerkoCite.ItemAlsoKnownAs: 2339240:3S5PSUBV 2405685:ZYQKK3JT

The Learning Passport - Learning Passport (2022)
A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning
KerkoCite.ItemAlsoKnownAs: 2339240:S2S9GZD2 2405685:TBKCHJ89

Kolibri - Learning equality (2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:F4AYTSCU

Kolibri : A Free, Open Source Education for All - Learning equality (Learning equality, 2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:KDX549QC

Kolibri : A Free, Open Source Education for All | Learning Equality - Learning Equality
KerkoCite.ItemAlsoKnownAs: 2339240:F3UGIWSG 2405685:WBZIPCDR

Kolibri Content Library Catalog - Learning equality (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:Y6QNKVLE

Design Based Implementation Research - LearnDBIR
KerkoCite.ItemAlsoKnownAs: 2405685:VWKDJSEP

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South - Leach, Jenny; Ahmed, Atef; Makalima, Shumi; Power, Tom (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ
Keywords: ___working_potential_duplicate; auto_merged

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south - Leach, Jenny (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T
Keywords: ___working_potential_duplicate

The future of language education in Europe: case studies of innovative practices - Le Pichon-Vorstman, Emmanuelle; Siarova, Hanna; Szőnyi, Eszter (European Journal of Language Policy, 2021)
Publisher: Liverpool University Press KerkoCite.ItemAlsoKnownAs: 2405685:T5E3RHZ5 4042040:3TYPTL5I

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Moscoviz, Laura; Mbaye, Samba (Centre for Global Development, 2020)
EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2339240:I9CR888I 2405685:GWDNCCPA 2405685:JTS8MHYR
Keywords: ___working_potential_duplicate

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Mbaye, Samba; Moscoviz, Laura (Centre for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JI4BZP8Q 2405685:S2URQ3PU
Keywords: ___working_potential_duplicate

Mapping education data in sub-Saharan Africa - Lawson, Laté; Heady, Lucy (Education Sub Saharan Africa (ESSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HC6RUIMQ 2339240:MTMGPY6E 2405685:3GG5SPKY 2405685:TT9S4YV2 8836279:77XCCW4B 8836279:PNHCGL86 8836279:S2UPNP2W 8836279:TRTQSCA2

Value for money and adaptive programming: Approaches, measurement and management - Laws, Ed; Valters, Craig (Overseas Development Institute (ODI), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M3LYTQTZ 2405685:TYR3WR4U

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Phalachandra; Lawrie, J. (Where it's needed most: Quality professional development for all teachers, 2015)
EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2405685:PKLI25VA
Keywords: C:Fragile contexts; dode_eth-src-dode; dode_eth-trf2-dode

Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) - Lawrie, J.; Hennessy, S.; Haßler, Björn; Phalachandra (Where it's needed most: quality professional development for all teachers, 2015)
EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 Book DOI: 10.13140/RG.2.1.2044.3761 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2339240:CBYR6TWI 2405685:8Q6BDGWE 2405685:PKLI25VA 2405685:ZIXCZS28 2534378:DMKTGVXQ
Keywords: C:Fragile contexts; docs.opendeved.net

Parental Involvement, Learning Participation and Online Learning Commitment of Adolescent Learners during the COVID-19 lockdown - Lawrence, Kehinde Clement; Fakuade, Olubasayo Victor (Research in Learning Technology, 2021)
During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the lowand middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32% (β = 0.322, p < 0.05) and learning participation contributed 23% (β = 0.234, p < 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.
KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v29.2544 2339240:DSGJRP6C 2405685:KNYG37D4

65 % of Nigerian schools lack electricity, says UN chief - Lawal, Iyabo (The Guardian (Nigeria), 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:HYZM2UN5

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, N.; Woo, David; Wong, Gary (UNESCO, 2018)
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.
EdTechHub.ItemAlsoKnownAs: 2405685:QB69UIDS

Assessment for Learning: Meeting the Challenge of Implementation - Laveault, D; Allal, L (Springer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ET7C9K8E 2405685:8NZ2VH8S

Situating learning in communities of practice. - Lave, Jean (Perspectives on socially shared cognition., 1991)
KerkoCite.ItemAlsoKnownAs: 10.1037/10096-003 2405685:A74ETBTL 2405685:IHR49AE5

Edtech Startups in Latin America 2021 Survey Results - Lavca (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6BCNJVMR 2405685:V8X7UX4K

Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceará, Brazil - Lautharte, Ildo; de Oliveira, Victor Hugo; Loureiro, Andre (World Bank, 2021)
Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.
Accepted: 2021-01-21T14:36:24Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9509 2339240:GKGSBWGY 2405685:ZJ2R4FBX 4656463:YFBR67RD
Keywords: Education; Learning Incentives; Municipal Governance; Public Sector Reform; Results-Based Financing; Secondary Education; Student Performance; Teacher Effectiveness; Teacher Training; Technical Assistance

How could digital learning at scale address the issue of equity in education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2339240:RQ4GZ8TL 2405685:5RTZ2KBN 2405685:CSPAS5PX 2405685:TKBHHATW 2405685:XDQI6TXV 2534378:2SFG4YZU
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Regional Bureau for West & Central Africa Education Newsletter - Lauren UNHCR (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:R5QDHII8 2405685:JW4X8CRL
Keywords: ⛔ No DOI found

Basic mobile phones more common than smartphones in sub-Saharan Africa - Laura Silver; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
EdTechHub.ItemAlsoKnownAs: 2405685:XKY5WMET

Effects of school closures on secondary school teachers and leaders in Rwanda: results from a phone survey - Laterite; Research for Equitable Access and Learning (REAL) Centre (The Education and Development Forum (UKFIET), 2021)
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]
KerkoCite.ItemAlsoKnownAs: 2339240:R8H65BXX 2405685:4K2K8SW5

Permission granted: The economic value of data assets under alternative policy regimes | Price Discrimination | Demand - Lateral Economics (2016)
A Lateral Economics report for the Open Data Institute - March 2016
KerkoCite.ItemAlsoKnownAs: 2339240:GI8WHETA 2405685:4JA5QG5K
Keywords: _C:Australia AUS; _C:New Zealand NZL; _C:Norway NOR; _C:Spain ESP; _C:Sweden SWE; _C:United Kingdom GBR; __C:scheme:1

Systems theories: Their origins, foundations, and development - Laszlo, Alexander; Krippner, Stanley (ADVANCES IN PSYCHOLOGY-AMSTERDAM-, 1998)
Publisher: NORTH HOLLAND KerkoCite.ItemAlsoKnownAs: 10.1016/S0166-4115(98)80017-4 2339240:NTB5YLTX 2405685:GBIY8R67

Managing for results in primary education in Madagascar: evaluating the impact of selected workflow interventions - Lassibille, Gérard; Tan, Jee-Peng; Jesse, Cornelia; Van Nguyen, Trang (The World Bank Economic Review, 2010)
The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.
KerkoCite.ItemAlsoKnownAs: 10.1093/wber/lhq009 10/b4x2w7 2339240:TMEVVJHD 2405685:TUKPX44V

Open Educational Resources for Blended Learning in High Schools: Overcoming Impediments in Developing Countries - Larson, Richard C.; Murray, M. Elizabeth (Journal of Asynchronous Learning Networks, 2008)
With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects.
Publisher: Sloan Consortium KerkoCite.ItemAlsoKnownAs: 2339240:5VQ32RRZ 2405685:WN423VFU
Keywords: Asynchronous Communication; Barriers; Blended Learning; Cooperative Programs; Developing Nations; Educational Resources; Educational Technology; High Schools; Instructional Innovation; Learning Modules; Program Development; Shared Resources and Services; Social Networks; Video Technology; ⛔ No DOI found

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

The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2018)
Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness.
shortDOI: 10/gf5f7f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 10/gf5f7f 2339240:E5LLMQQY 2405685:CFKVBYIP
Keywords: Reviewed

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.
shortDOI: 10/gf62g6 KerkoCite.ItemAlsoKnownAs: 10/gf62g6 2129771:6KZJQBYV 2405685:H9M22ASM

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
KerkoCite.ItemAlsoKnownAs: 2339240:GSE2ME5Y 2405685:3KPMDTFE
Keywords: CitedIn:eCubed; eCubed

A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
KerkoCite.ItemAlsoKnownAs: 2339240:RPDJGMRX 2405685:4NFM59GT
Keywords: CitedIn:eCubed; eCubed

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