School re-openings and policies for resilient education, post covid-19 - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF

KYTABU - Global Innovation Exchange (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY

Regional Communications Infrastructure Program (RCIP) Malawi - Global Infrastructure Hub (2021)
Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.
KerkoCite.ItemAlsoKnownAs: 2339240:N5IPDHHZ 2405685:U3PJDBD6

Teaching at the right level: from concern with exclusion to challenges of implementation - Global Education Monitoring Report Team; Pratham Resource Centre (India) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ

Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4 - UNESCO Digital Library - Global Education Monitoring Report Team (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX

Education finance watch 2022 - Global Education Monitoring Report Team (UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PWKV3B4G 2405685:8UXEKWK5

Education for people and planet: creating sustainable futures for all - Global Education Monitoring Report Team (2016)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5521479 10.5281/zenodo.5521482 10.5281/zenodo.5521636 2339240:QA9TDYJ2 2405685:4I9G4MUN 2405685:BTUXGINQ 2405685:KUZZEJM7 2405685:M8II5D5S
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Global education monitoring report, 2023: technology in education: a tool on whose terms? - Global Education Monitoring Report Team
UNESCO Digital Library
KerkoCite.ItemAlsoKnownAs: 2339240:E8ZGUYFI 2405685:4RSN6K3Q

Accountability in education: meeting our commitments - Global Education Monitoring Report (UNESCO, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LX3XZ45L 2405685:AYVKJDAA

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - Global Education Monitoring Report (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL

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

Cost Effective Approaches to Improve Global Learning: What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle Income Countries - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IL3G2LER 2405685:LX2STYUZ

Cost Effective Approaches to Improve Global Learning What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle-Income Countries - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ

Prioritizing Learning During Covid-19: The Most Effective Ways to Keep Children Learning During and Post-Pandemic - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
Andrab
KerkoCite.ItemAlsoKnownAs: 2339240:5LBQWKMK 2405685:G2PBI9HI

Prioritizing learning during COVID-19: The most effective ways to keep children learning during and postpandemic. - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GW9VPIXE 2339240:U67VZL9B 2405685:GVNYZVGK 2405685:JM2BP6EU

EdTech supporting sex education for students in Malawi Global EdTech - Global EdTech (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QTMLVWGG 2405685:ICAKNQAC

Student teacher ratio, primary school in Africa - Global Economy (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LF7527RK 2405685:CIPJ3D8F

About – Global Digital Library - Global Digital Library
Library Catalog: home.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2339240:ZZLSX7TW 2405685:VHI4ZC57

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

Launching sign languages on the Global Digital Library - Global Digital Library (Global Digital Library, 2020)
Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X

Launching sign languages on the Global Digital Library – Global Digital Library - Global Digital Library (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P

Human Development Indices - Global Data Lab
KerkoCite.ItemAlsoKnownAs: 2339240:JC36BL8D 2405685:VAN8JHHB

Education Under Attack 2020 - Global Coalition to Prevent Education from Attack (GCPEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL

Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis - Global Business Coalition for Education (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HBG9FT6H 2405685:VQS75XIN

Global Book Alliance - Global Book Alliance (Global Book Alliance)
Library Catalog: www.globalbookalliance.org KerkoCite.ItemAlsoKnownAs: 2339240:3X48ECTJ 2405685:YLLL7HRK

Improving education outcomes in developing countries: Evidence, knowledge gaps, and policy implications - Glewwe, Paul; Muralidharan, Karthik (Handbook of the Economics of Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:HBFU2UXC 2405685:NT8NMCST

Improving School Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications - Glewwe, Paul; Muralidharan, Karthik (Oxford Policy Management, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:D9N4M5M3 2405685:EX5TJALL

Many Children Left Behind? Textbooks and Test Scores in Kenya - Glewwe, Paul; Kremer, Michael; Moulin, Sylvie (American Economic Journal: Applied Economics, 2009)
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)
shortDOI: 10/drw8rs KerkoCite.ItemAlsoKnownAs: 10.1257/app.1.1.112 10/drw8rs 2339240:AZL4A6J7 2405685:KTGQM3Y3

School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. - Glewwe, Paul; Hanuschek, Eric A.; Humpage, Sarah; Ravina, Renato (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:QFEGIQ7A 2405685:VQ8JWAT9

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, Paul W.; Hanushek, Eric A.; Humpage, Sarah D.; Ravina, Renato (National Bureau of Economic Research, 2011)
Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students' years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 "high quality" studies. Finally, results are also shown separately for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially when the evidence is limited to the "high quality" studies. The few variables that do have significant effects - e.g. availability of desks, teacher knowledge of the subjects they teach, and teacher absence - are not particularly surprising and thus provide little guidance for future policies and programs.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w17554 2339240:P9BUQZZG 2405685:BWJZZECA 4656463:ZREMRIUZ

Strategies for supporting inclusive innovation: insights from South-East Asia - Glennie, Alex; Stanley, Isaac; Ollard, Juliet; Klingler-Vidra, Robyn (2020)
This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.
KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI

Curriculum Leadership - Glatthorn, A; Boschee, F; Whitehead, B; Boschee, B (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QDYREIE8 2405685:MK6VHNE4

Effect of re-entry policy implementation on readmitted girls’ academic performance in mathematics in selected secondary schools of Mufulira District in Zambia - Gladys, Nsalamba; Alex, Simpande (International Journal of Data Science and Analysis, 2019)
Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools.
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijdsa.20190505.11 2339240:4IEBB4NH 2405685:B89SQIGF

Cooperation Management for Practitioners Managing Social Change With Capacity Works. - GIZ (Gabler, 2015)
OCLC: 893897509 KerkoCite.ItemAlsoKnownAs: 2281034:96YVCMD4 2339240:G2IY97SJ 2405685:KPJ7AUXJ 2447227:X7L5UCIQ

Evaluation of the application of mobile phone technology in teaching and learning: A case study of Kamwenja Teacher' college, Nyeri County, Kenya. - Gitome, Mwangi Joseph (Mount Kenya University, 2015)
This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning.
Accepted: 2016-04-04T13:40:40Z KerkoCite.ItemAlsoKnownAs: 2339240:FXSLMRTK 2405685:6TXKF9WF

learningequality/sushi-chef-ubongokids - GitHub (GitHub)
Contribute to learningequality/sushi-chef-ubongokids development by creating an account on GitHub.
KerkoCite.ItemAlsoKnownAs: 2405685:RF3TIZAX

open-learning-exchange/planet - GitHub (GitHub)
🌍 Planet Learning - Angular application. Contribute to open-learning-exchange/planet development by creating an account on GitHub.
EdTechHub.ItemAlsoKnownAs: 2405685:69F5ZELC

XPRIZE/GLEXP-Team-onebillion - GitHub (GitHub)
onecourse: one app that delivers reading, writing and numeracy. Built by non-profit onebillion. - XPRIZE/GLEXP-Team-onebillion
KerkoCite.ItemAlsoKnownAs: 2405685:695GTRIY

State releases rules on learner capitation grants, school funds - Githinji, Irene (People Daily, 2021)
One of the policy goals is to enhance access and disbursement of learner capitation grants and other school funds to all public schools.
KerkoCite.ItemAlsoKnownAs: 2339240:DRAWWYNI 2405685:KPF3QK8G 4656463:5ZEV3KM2

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:WSGBF8GV 2405685:IV8KDKWV

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers - Girls' Education Challenge; Fund Manager; EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:58CZ6GI8 2405685:ATJRX6DV

Country Briefing: Nepal - Girls' Education Challenge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L8CW5FFU 2405685:9AZIITFL

Quality Teaching Framework: A focus on marginalised girls - Girls' Education Challenge (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV

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

Real girls, real lives, connected - Girl Effect; Vodafone Foundation (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:E59HUMCH

TEGA - Girl Effect (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:IVYR2NPT 2405685:LVC9B29M

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, R. (University of Cambridge, Cambridge, UK., 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ

Digital Learning Solutions | Digital Learning For Every Child - Giraldo, Juan Pablo; Tungatarova, Auken; Cooper, Rachel (EdTech Hub, 2021)
UNICEF and EdTech Hub are partnering together to improve learning outcomes through effective uses of EdTech and digital learning. Read this guest post from UNICEF team members which focuses on the first pillar of UNICEF’s Reimagine Education initiative, world-class digital learning solutions.
KerkoCite.ItemAlsoKnownAs: 2339240:CF8CHKIM 2405685:9WZQKU59

Back to school in Democratic Republic of Congo after COVID-19 state of emergency ends - Ging, John Paul (Africanews, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3PIX8Z3 2405685:SS2RP5GY

White Space, the next internet disruption: 10 things to know - Gilpin, Lyndsey (TechRepublic, 2014)
Library Catalog: www.techrepublic.com KerkoCite.ItemAlsoKnownAs: 2405685:BRHSZUJB

Much ado about nothing? Zero-rating in the African content - Gillwald, Alison; Chair, Chenai; Futter, Ariel; Koranteng, Kweku; Odufuwa, Fola; Walubengo, John (Research ICT Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY

The challenges of online learning: supporting and engaging the isolated learner - Gillett-Swan, Jenna (Journal of Learning Design, 2017)
Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.
KerkoCite.ItemAlsoKnownAs: 10.5204/jld.v9i3.293 10/ggsdcx 2339240:IWU6RRHL 2405685:CZP733LL

Website offers fake degrees for £165 - Gillan, Audrey (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:CTSKN58F 2405685:J6JC736K

Reimagining accountability in K–12 education - Gill, Brian P.; Lerner, Jennifer S.; Meosky, Paul (Behavioral Science & Policy, 2016)
Since the passage of the No Child Left Behind Act (NCLB) in 2002, American policymakers have relied primarily on outcome-based accountability in the form of high-stakes testing to improve public school performance. With NCLB supplanted in 2015 by the Every Student Succeeds Act—which gives states far greater discretion in the design of accountability systems—the time is ripe for policymakers to consider extensive behavioral science literature that shows outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms. We review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. We conclude that policymakers should (a) make greater use of professional accountability, which has historically been underutilized in education; (b) use transparency to promote professional accountability; and (c) use multiple, complementary forms of accountability, creating a complete system that encourages and supports the continuous improvement of educational practice.
KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2016.0007 2339240:74EHK2GG 2339240:HXPBR7K9 2405685:26F46SAH 2405685:89CB97ST 2405685:DSNUX997 2534379:VZZ2GY2R
Keywords: ___working_potential_duplicate

Using Transparency To Create Accountability When School Buildings Are Closed and Tests Are Canceled - Gill, Brian P. (Education Next, 2020)
The districts and schools most likely to succeed in remote education will be those that provide a substantial amount of synchronous instruction and live student–teacher interaction.
KerkoCite.ItemAlsoKnownAs: 2339240:ME43WAC2 2339240:YURXIPXY 2405685:2FD3WL6X 2405685:4X7QELUY 2405685:NYL6ZX2M 2534379:6V2M44BC

Kyrgyzstan - Giga
KerkoCite.ItemAlsoKnownAs: 2339240:3EUXX798 2405685:NCR64Z6X

Technology acceptance in an academic context: Faculty acceptance of online education - Gibson, Shanan G.; Harris, Michael L.; Colaric, Susan M. (Journal of Education for Business, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.3200/JOEB.83.6.355-359 2339240:5NK4IDFV 2405685:B4RIUAAK

The ecological approach to visual perception - Gibson, J.J. (Houghton Mifflin, 1979)
KerkoCite.ItemAlsoKnownAs: 2339240:44W78I63 2405685:BUWGNJ7V

Complexity leadership theory:: a framework for leading in Australian early childhood education settings - Gibbs, Leanne; Press, Frances; Wong, Sandie (Leadership in Early Education in Times of Change, 2019)
This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can
KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctvmd84fc.16 2339240:QSK8QXYM 2405685:EVWY4XH8

Reopening schools: When, where and how? - Giannini, Stefania; Jenkins, Robert; Saavedra, Jaime (World Bank Blogs, 2020)
Reopening schools: When, where and how?
KerkoCite.ItemAlsoKnownAs: 2339240:E7YU247I 2405685:9XL329TR

Covid-19 school closures around the world will hit girls hardest - Giannini, Stefania; Albrectsen, Anne-Birgitte (UNESCO, 2020)
As COVID-19 forces school closures in 185 countries, Plan International and UNESCO warn of the potential for increased drop-out rates which will disproportionately affect adolescent girls, further entrench gender gaps in education and lead to increased risk of sexual exploitation, early pregnancy and early and forced marriage.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:WGZJE7WH 2405685:JVK53ZBM WGZJE7WH

Build back better: Education must change after COVID-19 to meet the climate crisis - Giannini, Stefania (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:739QHSM9 2405685:RHV7HDYM

Distance Learning Denied - Giannini, Stefania (World Education Blog, 2020)
Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…
Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2339240:5W4JTQJ5 2405685:TMWR4P99

Ghana to get a Digital Strategy Policy soon - GhanaWeb (2018)
Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy.
Library Catalog: www.ghanaweb.com EdTechHub.ItemAlsoKnownAs: 2405685:BWVWMR4V

Ghana Multiple Indicator Cluster Survery 2017/2018 - Ghana Statistical Survey & UNICEF (2018)
The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments.
KerkoCite.ItemAlsoKnownAs: 2339240:SGN2Z4NH 2339240:TA8SP5N7 2405685:65AVJUKD 2405685:65LG7X5H 2405685:JV6UZAGF

Ghana Living Standards Survey: Round 6 (GLSS6) - Ghana Statistical Service (2014)
EdTechHub.ItemAlsoKnownAs: 2405685:YI5IIQT5

Minister for Education, US Ambassador launch Ghana Learning Radio Reading Program - Ghana Ministry of Education (Ghana Ministry of Education, 2020)
The Minister for Education, Dr. Matthew Opoku Prempeh, together with the U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […]
KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8

Worldreader Tablets Have Revamped Reading in Libraries. - Ghana Library Authority
EdTechHub.ItemAlsoKnownAs: 2405685:BATS7FN8

COVID-19 Coordinated Education Response Plan for Ghana - Ghana Education Services (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QG5XKF5H

Ghana Learning TV May Timetable from KG to SHS - Ghana Education Service (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:BI9B8E5B

Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? - Ghamrawi, Norma (Education and Information Technologies, 2022)
The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10857-w 2339240:T2DN66UF 2405685:DJ4PZFW8
Keywords: Covid-19 pandemic; Crisis education; Professional development; Remote education; Social networking; Virtual communities of practice

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)
00003 shortDOI: 10/bdxm23 KerkoCite.ItemAlsoKnownAs: 10/bdxm23 2129771:EXL76G2Z 2405685:7HK9ASB7

Learning Losses in Pakistan Due to COVID-19 School Closures - Geven, Koen; Hasan, Amer (World Bank, Washington, DC, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge - Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary (Education and Information Technologies, 2016)
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.
shortDOI: 10/gf5f37 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9306-4 10/gf5f37 2339240:X5KT8D38 2405685:M6FHA5XE

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
EdTechHub.Copy: 2129771:XWT48UG5 shortDOI: 10/ggd8hp KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 10/ggd8hp 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Lessons from Girls’ Education South Sudan (GESS) - GESS (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL

Empowering Parents to Improve Education: Evidence from Rural Mexico - Gertler, Paul; Patrinos, Harry; Rubio-Codina, Marta (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:SEBXC6F6 2405685:K6YBLQ64
Keywords: ❓ Multiple DOI

The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test - Gerstadt, Cherie L.; Hong, Yoon Joo; Diamond, Adele (Cognition, 1994)
One hundred and sixty children 312–7 years of age (10M, 10F at each 6-month interval) were tested on a task that requires inhibitory control of action plus learning and remembering two rules. They were asked to say “day” whenever a black card with the moon and stars appeared and to say “night” when shown a white card with a bright sun. Children <5 years had great difficulty. They started out performing well, but could not sustain this over the course of the 16-trial session. Response latency decreased from 312 to 412 years. Children <412 years performed well when they took very long to respond. To test whether the requirement to learn and remember two rules alone was sufficient to cause children difficulty, 80 children 312–5 years old were tested on a control version of the task (“say ‘day’ to one abstract design and ‘night’ to another”). Even the youngest children performed at a high level. We conclude that the requirement to learn and remember two rules is not in itself sufficient to account for the poor performance of the younger children in the experimental condition.
shortDOI: 10/bzvbzx KerkoCite.ItemAlsoKnownAs: 10.1016/0010-0277(94)90068-x 10/bzvbzx 2339240:9ACAP6LY 2405685:QX9S7U85

e-modul: Gerbang Kurikulum - Gerbang Kurikulum (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9JLQGZ47 2405685:XU2ECZNW

Preparation for Life and Work. Comparative Study with a Focus on Basic (Primary and Lower Secondary) Education in Developing African Countries; 2008 - Georgescu, Dakmara; Stabback, Philip; Jahn, Klaus; Ag-Muphtah, Elmehdi; de Castro, Philippe (Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:Y6P3CDEU 2405685:XPZ5HC4W

GeoGebra | Free Math Apps - used by over 100 Million Students & Teachers Worldwide - GeoGebra (GeoGebra)
Get our free online math tools for graphing, geometry, 3D, and more!
KerkoCite.ItemAlsoKnownAs: 2405685:ZBF3WBEE

Making Vision 2041 a Reality: Perspective Plan of Bangladesh 2021-2041 - General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8H6NIQ8 2405685:KJM92W3X

Mobile Data Plans in Kenya. Quantifying Women's Access to the Digital World - Gemeda, B.T.; Thakur, D. (Alliance for Affordable Internet, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HRY4VJMC 2405685:KMJJPPRF

Global education monitoring report 2020: gender report, A new generation: 25 years of efforts for gender equality in education - GEM (UNESCO Digital Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H

Broadband Networks in the Middle East and North Africa: Accelerating High-Speed Internet Access - Gelvanovska, Natalija; Rogy, Michel; Rossotto, Carlo Maria (Directions in Development - Information and Communication Technologies, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0112-9 2339240:83N2BEGY 2405685:8YWUEN9R

"A new beginning" Children, primary schools and social change in post-conflict Preah Vihear Province Cambodia - Geeves, Richard; Eng, Kim Ly; Lorn, Sa; Borrmei, Lon; Saran, Sok (Save the Children, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:QKDQ5FLL

Enem 2021: Geekie Teste cobre 100% dos assuntos de Matemática e 93% de Ciências da Natureza - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...
KerkoCite.ItemAlsoKnownAs: 2339240:F4SM5NJ8 2405685:HGK3Y6KK

Retrospectiva Geekie 2021: (re)encontros de pessoas, caminhos e possibilidades - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...
KerkoCite.ItemAlsoKnownAs: 2339240:DCAHYDUU 2405685:IYDYJ3KN

Case study: Sisters for Sisters' Education - GEC (VSO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9DGDKIFH 2405685:WVH3AK35

GEARR-ing Up for Success After School - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LNVJIPEC 2405685:A2NV3XRR

Report on Sisters for Sisters’ Education Evaluation II Project Endline Evaluation by Foundation for Development Management - GEC (Foundation for Development Management, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KH82C3DR 2405685:XQH9K8HR

Sisters for Sisters’ Education - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KXE8UM9Q 2405685:ISDLUSFB

Sisters for Sisters' Education project Final reflections: Achievements and lessons learned - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GVCVCCV2 2405685:L56MJKYJ

Gender differences in computer and information literacy: An in-depth analysis of data from ICILS - Gebhardt, Eveline; Thomson, Sue; Ainley, John; Hillman, Kylie (Springer Nature, 2019)
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Accepted: 2020-03-18 13:36:15 Journal Abbreviation: An In-depth Analysis of Data from ICILS KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-26203-7 2339240:WGHTZ8T5 2405685:7BDLRHWK

GDPR Definitions - GDPR (GDPR-Text.com | GDPR Text, Translation and Commentary, 2019)
For the purposes of this Regulation:...
KerkoCite.ItemAlsoKnownAs: 2339240:ERWQGLKM 2405685:VNDD6W74

General Data Protection Regulation (GDPR) – Official Legal Text - GDPR (General Data Protection Regulation (GDPR), 2016)
General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website.
KerkoCite.ItemAlsoKnownAs: 2339240:MGFPLUMM 2405685:FXJKHWRK

GDL Radio - GDL Radio (GDL Radio)
GDL Radio This Global Digital Library(GDL) radio collection is provided by USAID. The GDL is part of the Global Book Alliance - bringing books to every child in the world by 2030 Radio materials to be used in the classroom or as a podcast on your smarthpone.
Library Catalog: gdlradio.org KerkoCite.ItemAlsoKnownAs: 2339240:EZRCT4SC 2339240:NFXXBBYX 2405685:9Y5SKUYQ 2405685:HLKCJPND 4803016:TIDKTQ6D

Preparing for culturally responsive teaching - Gay, Geneva (Journal of Teacher Education, 2002)
Publisher: Sage PublicationsSage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0022487102053002003 2339240:7NCF36I4 2339240:7WR6XMUE 2405685:BQZJKSM9 2405685:R4LV2TSF

Mid-term performance evaluation for the Tusome Pamoja (Let’s Read Together) activity in Tanzania - Gavin, Megan; Davis, Michelle; Komba, Immakulata; Pearson, Brenda; Laden, Jacob; Teli, Godfrey; Usika, Gerald (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPSP5FH3 2405685:42YXQJ2X

DRC’s solar revolution - GAVI (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:AIPGPP7C 2339240:VL9RM8EW 2405685:78PNQEQR 2405685:88V9YNWU 4656463:ATZF95TH

Making leakages visible: public expenditure tracking in education - Gauthier, Bernard (Global Corruption Report: Education, 2013)
The public expenditure tracking survey (PETS) is a tool that has been developed to strengthen the relationships of accountability in budgeting and service delivery by improving the quality of information on public expenditure and provider performance.
Num Pages: 7 KerkoCite.ItemAlsoKnownAs: 2339240:FSMHKCMV 2405685:P5MITX7Y 4656463:IJ7MMQMC

Working memory in children with reading disabilities - Gathercole, Susan Elizabeth; Alloway, Tracy Packiam; Willis, Catherine; Adams, Anne-Marie (Journal of Experimental Child Psychology, 2006)
This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.
shortDOI: 10/b59c23 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2005.08.003 10/b59c23 2339240:HV2K4TBE 2405685:5A7J3C4R
Keywords: IQ; Mathematics; NOTdocs.opendeved.net; Reading disabilities; Short-term memory; Working memory

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions, 2012)
00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 2405685:444DWXKB
Keywords: ⛔ No DOI found

Ceiling Effect - Garin, Olatz (Encyclopedia of Quality of Life and Well-Being Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-0753-5_296 2339240:4RMUG5W8 2405685:55YRSBRK

The problem of issuance of fake degrees and its implications - Garg, Rachit (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EEBZSLKE 2405685:C4L4IT2R

What makes professional development effective? Results from a national sample of teachers - Garet, Michael; Porter, Andrew; Desimone, Laura; Birman, Beatrice; Yoon, Kwang Suk (American Educational Research Journal - AMER EDUC RES J, 2001)
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.
KerkoCite.ItemAlsoKnownAs: 10.3102/00028312038004915 2339240:Q2BH8PXC 2405685:GTTX33QX

Bilingual Education in the 21st Century - García, Ofelia (Blackwell, 2011)
'Bilingual Education in the 21st Century' examines language and bilingualism as individual and societal phenomena, presents program types, variables, and polici
KerkoCite.ItemAlsoKnownAs: 2405685:DZ39JJ7U 4042040:9TBPMGD8

Effectiveness of targeting in social protection aimed to children: lessons for a post-2015 agenda - Garcia-Jaramillo, Sandra; Miranti, Riyana (United Nations Educational, Scientific and Cultural Organisation, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:B5QJZIR4 2405685:KBCSWZR3

COVID-19 and remote learning : Experiences of parents with children during the pandemic - Garbe, Amber; Ogurlu, Uzeyir; Logan, Nikki; Cook, Perry (American Journal of Qualitative Research, 2020)
In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.
KerkoCite.ItemAlsoKnownAs: 2405685:GYISCX83
Keywords: covid-19; pandemic; parents; remote learning; ⛔ No DOI found

Connecting the Last Mile, a Fundamental of Digital Transformation - Garba, Aminata A. (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NVSNZNY9 2405685:69ZV4LDK

Realizing the Promise: How can education technology improve learning for all? - Ganimian, Alejandro; Vegas, Emiliana; Hess, Frederick (Brookings Institute, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7X83Z4CV 2339240:DHMLUGWV 2405685:34UPDHPI 2405685:B2SCXFMG

Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations - Ganimian, Alejandro J.; Murnane, Richard J. (Review of Educational Research, 2016)
In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.
Publisher: American Educational Research Association shortDOI: 10/gftsqv KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315627499 10/gftsqv 2405685:K7UCCCJN

Improving educational outcomes in developing countries: Lessons from rigorous impact evaluations - Ganimian, Alejandro J; Murnane, Richard J (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YZ6XLAEZ 2405685:SEVDD7JB

Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. - Gambari, Isiaka Amosa; Yusuf, Mudasiru Olalere; Thomas, David Akpa (Journal of Education and Practice, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:3Y2F895S 2405685:26UT4TRL
Keywords: ⛔ No DOI found

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction - Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N. (Contemporary Educational Technology, 2016)
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Publisher: M. Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6161 2339240:GELHAMZU 2405685:8EMFIC9C

Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry - Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Daramola, Florence Olutunu; James, Moses (MOJES: Malaysian Online Journal of Educational Sciences, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V4S7GQLI 2405685:HCUSVZFM
Keywords: ⛔ No DOI found

Rapid Assessment of Teleschool Initiative - Gallup Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:N78TQP48 2405685:7HLZX6H6

Cameras in the classroom: Facial recognition technology in schools - Galligan, Claire (University of Michigan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:F3637ZJ8 2405685:XVF9F5NU

Internet freedom and social media effects: democracy and citizen attitudes in Latin America - Gainous, Jason; Wagner, Kevin; Gray, Tricia (Online Information Review, 2016)
Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-11-2015-0351 2339240:5DKJPVYR 2405685:QIGFI5EV
Keywords: Digital information; Internet filtering; Latin America; Political attitudes; Social media

Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries - Gaible, Edmond; Burns, Mary (World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:HDT8VYCL

A Scoping Study: Transforming Education Through Technology - Gaible, Edmond (The Health & Education Advice & Resource Team, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:CD2E8VHE 2405685:64LZQNBS
Keywords: ⛔ No DOI found

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

The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989 - Gage, Nl (Educational Researcher, 1989)
Raging during the 1980s, the Paradigm Wars resulted in the demise of objectivity-seeking quantitative research on teaching—a victim of putatively devastating attacks from anti-naturalists, interpretivists, and critical theorists. Subsequently, the interpretivists' ethnographic studies flourished, enhancing the cultural appropriateness of schooling, and critical theorists' analyses fostered the struggles for power for the poor, non-Whites, and women. Two alternative versions of the aftermath are also conceivable. Pragmatism and Popper's piecemeal social engineering offer paths toward a productive rapprochement of the paradigms, one guided by the moral obligations of educational research.
zotzenLib.CopiedFrom: 2339240:GX7C7JMN KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018007004 2339240:GX7C7JMN 2405685:GWXBEEIU

Contextual Analysis of eGranary Implementation in sub Saharan countries - Gafinowitz, Nicola (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:DFGWGXRT
Keywords: ⛔ No DOI found

Digital Library Appropriation in the Context of SubSaharan Countries: The Case of eGranary Digital Library Implementation - Gafinowitz, Nicci CL (Proceedings of the 7th Annual Symposium on Computing for Development, 2016)
shortDOI: 10/ghgn48 KerkoCite.ItemAlsoKnownAs: 10/ghgn48 2405685:E5AP7SNE

What else can your payment card do? Multifunctionality of payment modes can reduce payment transparency - Gafeeva, Rufina; Hoelzl, Erik; Roschk, Holger (Marketing Letters, 2018)
Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11002-017-9445-2 2339240:DMG9PCAU 2405685:LPYS8JCS
Keywords: Digital payment modes; Money; Multifunctionality; Payment distinctiveness; Recall error; Transparency

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

Recruitment and Retention of Public Sector Teachers in Ghana: A Discrete Choice Experiment - Gad, B. K. (University of Ghana, 2015)
The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas
Accepted: 2016-04-20T09:46:19Z KerkoCite.ItemAlsoKnownAs: 2339240:WQNVPQ36 2405685:ZIH4NIXS

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

A Synchronic Approach to Kinyarwanda Variation Among its Native Speakers - Gabriel, Bazimaziki (International Journal of Linguistics, Literature and Culture)
KerkoCite.ItemAlsoKnownAs: 2405685:EAHBAPVT 4042040:PF8UD72N
Keywords: ⛔ No DOI found

ICT for All: Digital Inclusion Portal development - G3ict (Buys ICT 4 All, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:VHIZ736Z

The effects of the size and weight of a mobile device on an educational game - Furió, David; González-Gancedo, Santiago; Juan, M; Seguí, Ignacio; Costa, María; et al. (Computers & Education, 2013)
00009 shortDOI: 10/f4thzj KerkoCite.ItemAlsoKnownAs: 10/f4thzj 2129771:QAJQFAG5 2405685:P7VRRX6Q

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)
00000 shortDOI: 10/f7dqjb KerkoCite.ItemAlsoKnownAs: 10/f7dqjb 2129771:6H2BPCC9 2405685:4W8AK7IT

Funda Wande - YouTube - Funda Wande (2019)
Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org
KerkoCite.ItemAlsoKnownAs: 2339240:LECWHUV3 2405685:49D5RUBG

Empowering parents and caregivers to support learning and a safe return to school - Fuller, Sarah; Brown, Jessica Katherine (UNICEF Europe and Central Asia, 2021)
Ongoing pandemic response, recovery and long-term resilience must consider parents and caregivers if we are to reach every child.
KerkoCite.ItemAlsoKnownAs: 2339240:57DMA7WU 2405685:V3FJEMU9

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

Conditional Cash Transfer, Loss Framing, and SMS Nudges: Evidence from a Randomized Field Experiment in Bangladesh - Fujii, Tomoki; Ho, Christine; Ray, Rohan; Shonchoy, Abu (2021)
Conditional cash transfers (CCTs) have become one of the most common policy interventions to increase school attendance, but the cost-eﬀectiveness of such interventions has not attracted the attention it deserves. Hence, in addition to a standard CCT implementation, we experimentally study two potential ways to improve the cost-eﬀectiveness of school attendance interventions: (i) SMS information nudges and (ii) loss framing in CCTs. The former provides school attendance information to parents and the latter exploits the endowment eﬀect. Consistent with the existing literature, CCT intervention signiﬁcantly increases school attendance. We also ﬁnd that the loss framing marginally increases attendance over and above the ∗We would like to thank Joseph Altonji, James Berry, Barbara Biasi, Gaurav Dutt, Maulik Jagnani, Costas Meghir, Rohini Pande, Rebecca Thornton, and seminar attendees at Monash and Yale for insightful comments and suggestions. We also thank Akshat Daga, Alekhyo Roychowdhury, Ishaan Malik, and Snehal Modi for research assistance. We beneﬁted from data collection support from MOMODa Foundation and technical support from the Metakave team to automate the process of sending SMS. Finally, we express our sincere gratitude to the participating schools, the students, their parents, and the teachers. Funding from the Shirin Fozdar and Singapore Ministry of Education Academic Research Fund Tier 1 Grant (17-C244-SMU-004) and Japan Center for Economic Research are gratefully acknowledged. This research was approved by the Singapore Management University Institutional Review Board (IRB-16-082-A092-C2(220)). The trial in this study was registered in the AEA RCT registry under AEARCTR-0002373. All mistakes remain ours.
KerkoCite.ItemAlsoKnownAs: 2339240:KUH42MFY 2405685:JG23VUNM
Keywords: ⛔ No DOI found

Liberia: Framework and Strategy Drawn up at UNESCO-MOE ICT in Education Policy Workshop - Front Page Africa (2019)
MONROVIA – UNESCO Liberia over the weekend ended a two-day workshop in Monrovia on ICT in Education, with participants building a consensus on a framework and strategy for a draft national policy on ICT in Education in country. The workshop is part of a UNESCO-CFIT project sponsored by the People’s Republic of China in collaboration […]
Library Catalog: frontpageafricaonline.com KerkoCite.ItemAlsoKnownAs: 2339240:KFUWVVA9 2405685:3L33SBJW

Mobile learning projects–a critical analysis of the state of the art - Frohberg, Dirk; Göth, Christoph; Schwabe, Gerhard (Journal of Computer Assisted Learning, 2009)
00168 shortDOI: 10/bg3h47 KerkoCite.ItemAlsoKnownAs: 10/bg3h47 2129771:295A7BM7 2405685:VR3WUCW5

Problem-Driven Political Economy Analysis - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:FSUU33LR 2405685:CDW5KW5K

Problem-Driven Political Economy Analysis: The World Bank's Experience - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:E5VN56Y5 2405685:WIZSDXWT

Literacy Boost in Rwanda: Impact Evaluation of a 2-year Randomized Control Trial. - Friedlander, E; Goldenberg, C (Stanford University, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:I24TPEWC

Can A/B Testing at Scale Accelerate Learning Outcomes in Low- and Middle-Income Environments? - Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2023)
On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable potential to create compounding improvements in learning outcomes. This paper provides an overview of EIDU, an educational platform combining student focused DPL content with digital structured pedagogy programmes in public pre-primary schools in Kenya. Collection of student’s longitudinal unsupervised assessment data at scale creates the possibility of learning outcome focused A/B testing. This is a novel contribution to the development and research field as up until now this type of capability has largely been confined to students in high-income environments.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_119 2339240:EWGWHJXK 2405685:MYQJA7TD

Education Systems and Technology in 1990, 2020, and Beyond - Frick, Theodore W. (TechTrends: Linking Research and Practice to Improve Learning, 2020)
In "Restructuring Education Through Technology," I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google's search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students. [For "Restructuring Education through Technology. Fastback 326," see ED350995.]
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-020-00527-y 2339240:MQ8SJ32H 2339240:Q2BXLM26 2405685:CG82PQAY 2405685:MKLTBY7Q
Keywords: Educational Practices; Educational Technology; Educational Trends; Futures (of Society); Systems Approach; Teacher Student Relationship

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

Pedagogy of the oppressed - Freire, Paulo (The Continuum International Publishing Group Inc, 1970)
KerkoCite.ItemAlsoKnownAs: 2129771:5V53DVUR 2405685:H3J3ERSL 2486141:R24UQV52

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Michigan's K-12 virtual learning effectiveness report 2015-2016 - Freidhoff, J (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:2TNGBWPK

Gender Mainstreaming Toolkit for Teachers and Teacher Educators - Frei, Sibyl; Leowinata, Sevilla (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:E9EBYQBX 2405685:5N9EL5L8

Teachers’ Skills and Skills Frameworks for Remote and Blended Learning Knowledge Pack - Freeman, Barbara; Raigosa Montoya,, Juliana (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MN623V5B

Freedom on the net, 2020: Pakistan - Freedom House (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GWU75H3S 2405685:2A4TR49Z

Free Software Foundation — working together for free software - Free Software Foundation
KerkoCite.ItemAlsoKnownAs: 2405685:DIUIU33K

Working toward more engaged and successful accounting students: a balanced scorecard approach - Fredin, Amy; Fuchsteiner, Peter; Portz, Kris (American Journal of Business Education (AJBE), 2015)
Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment. We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession. Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School. The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences. If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors – in other words, they will be more engaged in the broader educational experience. If they are more engaged in their educational experiences, they will be more likely to succeed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v8i1.9016 2339240:J96DJNCT 2405685:2TNPTBMD

A systems approach to educational testing - Frederiksen, John R.; Collins, Allan (Educational Researcher, 1989)
Our concern in this paper is with the validity of educational tests when they are employed as critical measures of educational outcomes within a dynamic system. The problem of validity arises if an educational system adapts itself to the characteristics of the outcome measures. We introduce the concept of systemically valid tests as ones that induce curricular and instructional changes in education systems (and learning strategy changes in students) that foster the development of the cognitive traits that the tests are designed to measure. We analyze some general characteristics that contribute to or detract from a testing system's systemic validity, such as the use of direct rather than indirect assessment. We then apply these characteristics in developing a set of design principles for creating testing systems that are systemically valid. Finally, we provide an illustration of the proposed principles, by applying them to the design of a student assessment system. This design example addresses not only specifications for the tests, but also the means of teaching the process of assessment to users of the system.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018009027 2339240:VM7492F4 2405685:V9HLK6VY

A model of distance special education support services amidst COVID-19 - Frederick, Janice; Raabe, Ginger; Rogers, Valerie; Pizzica, Jessica (Behavioural Analysis in Practice, 2020)
The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.
Publisher: Behavior Analysis in Practice KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/q362v 2405685:I96LI4KA
Keywords: Applied behavior analysis; California Department of; applied behavior analysis; california department of education; covid-19; nonpublic agency; special education

Interview with the Ghana Education Service on data governance practices within the Ghana Ministry of Education. - Fred, Binkorang (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:6SUJY7SC 2405685:NPGMPZLS

Teaching life sciences to blind and visually impaired learners - Fraser, William John; Maguvhe, Mbulaheni Obert (Journal of Biological Education, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1080/00219266.2008.9656116 2339240:PVI7R3K4 2405685:UTVX7QVA

Preprinting the COVID-19 pandemic - Fraser, Nicholas; Brierley, Liam; Dey, Gautam; Polka, Jessica K.; Pálfy, Máté; Nanni, Federico; Coates, Jonathon Alexis (bioRxiv, 2021)
The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.
Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK 2405685:WG9YMLGJ

Redistribution or recognition? A Political-Philosophical Exchange? - Fraser, Nancy; Honneth, Axel (Verso)
KerkoCite.ItemAlsoKnownAs: 2339240:VQ3BRD6J 2405685:EZ56JZ4T

A systems approach for developing technological literacy - Frank, Moti (Volume 17 Issue 1 (fall 2005), 2005)
Publisher: Council on Technology Teacher Education and the International Technology and … KerkoCite.ItemAlsoKnownAs: 2339240:6PLNYYFG 2339240:TEUV5H5L 2405685:6CPUFAU7
Keywords: ⛔ No DOI found

Playing Every Day on Sesame Street - Foulds, Kim; Bucuvalas, Abby (American Journal of Play, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:87NLH2N4 2405685:CNFZA5YN
Keywords: ⛔ No DOI found

Open Access Research: A Review of DFID’s Policy and Practice - Fosci, Mattia; Johnson, Rob; Chiarelli, Andrea (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:2C224QX7 2129771:C79Y6RX2 2405685:SHZYZGLN

E-Waste Statistics: Guidelines on classification reporting and indicators - Forti, Vanessa; Balde, Kees; Kuehr, Ruediger (United Nations University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XWDG6GIB 2405685:QTBL8NPC

2022 Annual Review of Education Beyond Aid project - Foreign, Commonwealth & Development Office (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N3FLI44P 2405685:ZVMWSU5M 4656463:KBGKANWJ

Ilm Ideas Education Innovation Programme - Phase II (Ilm-2) - Foreign, Commonwealth and Development Office (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BWHYKMHD 2405685:RN53J7PC

Khyber Pakhtunkhwa Education Sector Programme - Foreign, Commonwealth and Development Office (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:THUCC6ZL 2405685:MAS6IKMY

Punjab Education Support Programme II - Foreign, Commonwealth and Development Office (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QFMWSHV4 2405685:FZVY4UK9
Keywords: ___working_potential_duplicate; auto_merged

A cognitive assessment tool designed for data collection in the field in low-and middle-income countries - Ford, Cassie B.; Kim, Ha Yeon; Brown, Lindsay; Aber, J. Lawrence; Sheridan, Margaret A. (Research in Comparative and International Education, 2019)
The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.
shortDOI: 10/ggcdmq KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919829217 10/ggcdmq 2339240:LIPC5YY2 2339240:TL333DE5 2339240:XVBLDC46 2339240:Z5BEQNRN 2405685:3PXAARND 2405685:JSZ4DA4J 2405685:K8AE89HH

Dynamics and indeterminism in developmental and social processes - Fogel, Alan; Lyra, Maria CDP; Valsiner, Jaan (Psychology Press, 1997)
KerkoCite.ItemAlsoKnownAs: 2339240:ZTYTHEDR 2405685:YMNDLINT

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

Uso de la Plataforma Zoom y la Competencia se comunica Oralmente en su Lengua Materna en Estudiantes de Educación Secundaria de la Institución Educativa Unión Zapotillo N°64647-Yarinacocha 2020 - Flores Fasanando, Giuliana (Universidad Nacional de Ucayali, 2021)
La finalidad de esta investigación fue, determinar la relación que existe entre el uso de la plataforma zoom y la competencia se comunica oralmente en su lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647 - Yarinacocha 2020. De muestreo no probabilístico, de tipo básica o pura con diseño no experimental descriptivo correlacional con una muestra de 91 estudiantes. Como instrumento se utilizó un cuestionario para evaluar el uso de la plataforma Zoom y una guía de observación para evaluar la capacidad se comunica oralmente en su lengua materna. Finalmente, los datos fueron a la base de datos de Excel para procesarlos obteniendo un coeficiente de correlación de Pearson de r=0,720, se obtuvo un p=0.000, lo que confirma la existencia de una relación significativa, ya que p es menor a 0,05. Es decir, existe una correlación directa entre el uso de plataforma zoom y la competencia se comunica oralmente como lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647- Yarinacocha 2020.
Accepted: 2022-02-12T02:07:15Z Publisher: Universidad Nacional de Ucayali KerkoCite.ItemAlsoKnownAs: 2405685:86Q2HBRN 4042040:5Q42TUEA
Keywords: ⛔ No DOI found

Flickr: Creative Commons - Flickr
EdTechHub.ItemAlsoKnownAs: 2405685:Q6ZRKLV8

FlexiSAF | Home - FlexiSAF (2020)
Library Catalog: flexisaf.com EdTechHub.ItemAlsoKnownAs: 2405685:WY6X4G89

EdTech to support blended learning in Mozambique A curated list of EdTech interventions to inform UNICEF Mozambique in their process of building a deeper understanding of blended learning mechanisms in the region. - Flam, Rebekka; Ramesh Vasudevan, Sharanya; Coutrim, Erica (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10599846 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1004 ZenodoArchiveConcept: 10599845
Keywords: _r:AddedByMyEducationEvidence; coming soon

Covid-19, EdTech, and Survey Alignment in Education - Fitzpatrick, Rachael; McIntyre, Nora; Wilson, Samuel; Rose, Pauline (EdTech Hub, 2020)
ZenodoArchiveID: 4768598 previousDOI: 10.5281/zenodo.4314945 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314945 10.5281/zenodo.4768598 2339240:6DKWXNLP 2405685:84NR98PF
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

A literature synthesis of personalised technology-enhanced learning: what works and why - FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia; Scanlon, Eileen (Research in Learning Technology, 2018)
Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2095 10/ggtvrf 2339240:BQZN4QMG 2339240:MNB3BJD3 2339240:PQY29F39 2405685:NMBZ59MG

Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice - Fishman, Barry J; Penuel, William R; Allen, Anna-Ruth; Cheng, Britte Haugan; Sabelli, Nora (Teachers College Record: The Voice of Scholarship in Education, 2013)
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
EdTechHub.Copy: 2129771:JIBWPGSE KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2339240:TJLDAUNX 2339240:UWS3I3ET 2405685:6UJQ32JH 2405685:8T9Z277Z 2405685:NYT7JDUT
Keywords: ⛔ No DOI found

The Design of Experiments - Fisher, Ronald A. D. (Oliver and Boyd, 1935)
KerkoCite.ItemAlsoKnownAs: 2339240:SFD5YV9V 2405685:2PWHUF2M

Evaluating Mobile Survey Tools (MSTs) for Field-Level Monitoring and Data Collection: Development of a Novel Evaluation Framework, and Application to MSTs for Rural Water and Sanitation Monitoring - Fisher, Michael B.; Mann, Benjamin H.; Cronk, Ryan D.; Shields, Katherine F.; Klug, Tori L.; Ramaswamy, Rohit (International Journal of Environmental Research and Public Health, 2016)
Information and communications technologies (ICTs) such as mobile survey tools (MSTs) can facilitate field-level data collection to drive improvements in national and international development programs. MSTs allow users to gather and transmit field data in real time, standardize data storage and management, automate routine analyses, and visualize data. Dozens of diverse MST options are available, and users may struggle to select suitable options. We developed a systematic MST Evaluation Framework (EF), based on International Organization for Standardization/International Electrotechnical Commission (ISO/IEC) software quality modeling standards, to objectively assess MSTs and assist program implementers in identifying suitable MST options. The EF is applicable to MSTs for a broad variety of applications. We also conducted an MST user survey to elucidate needs and priorities of current MST users. Finally, the EF was used to assess seven MSTs currently used for water and sanitation monitoring, as a validation exercise. The results suggest that the EF is a promising method for evaluating MSTs.
Number: 9 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13090840 2405685:ZGWRS463 2486141:F5QF34FL
Keywords: ICT; communications; data; evaluation; information; mobile; software; survey; technology; water

Blended Beyond Borders: A scan of blended learning obstacles and opportunities in Brazil, Malaysia, & South Africa - Fisher, Julia Freeland; Bushko, Katrina; White, Jenny (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:X5WTULD9

Communications for Development - Fink, Günther; Karlan, Dean; Udry, Christopher; Osei, Robert (Harvard Dataverse, 2019)
In 2012, Ghana Health Services (GHS), with funding from the United Nations Children’s Fund (UNICEF), launched a Communication for Development (C4D)...
KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/CQRNC7 2405685:GVUSAT6F
Keywords: Health and Life Sciences; Medicine; Social Sciences

Learning-Adjusted Years of Schooling (LAYS): Defining A New Macro Measure of Education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8591 2339240:3A9F6FVB 2339240:KGVQPHCJ 2405685:59ERQXRR 2405685:GSG23QSA 2405685:TP9IZVSC 2447227:6BFXZ6TA 2561267:ELKQGNZN
Keywords: _B:important; ___working_potential_duplicate; _final_bib; _important; _s:DFID; ⛔ No DOI found; ❓ Multiple DOI

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores; ___working_potential_duplicate

Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness - Filmer, Deon; Nahata, Vatsal; Sabarwal, Shwetlena (Research on Improving Systems of Education (RISE), 2021)
This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2021/084 2339240:36V6MWVY 2405685:LBATNMUL

Identifying Effective Teachers: Lessons from Four Classroom Observation Tools - Filmer, Deon; Molina, Ezequiel; Wane, Waly (Research on Improving Systems of Education (RISE), 2020)
Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP_2020/045 2405685:DSRXVH6M 2561267:ZFIFPNTP
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
KerkoCite.ItemAlsoKnownAs: 2405685:KH5WR8A6 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Gender and wealth disparities in schooling: evidence from 44 countries - Filmer, Deon (International Journal of Educational Research, 2005)
This paper uses internationally comparable household data sets (Demographic and Health Surveys) to investigate how gender and wealth interact to generate within-country inequalities in educational enrollment and attainment. The paper highlights that girls are at a great educational disadvantage in particular regions: South Asia and North, Western, and Central Africa. There are two main new findings. First, while gender gaps are large in a subset of countries, wealth gaps are large in almost all of the countries studied–and typically larger than corresponding gender gaps. Second, and of special concern, is the finding that in particular countries where there is a large female disadvantage in enrollment, wealth interacts with gender to exacerbate the gap in educational outcomes.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2006.06.012 2339240:P4L824HN 2405685:N7TD7EH3
Keywords: Comparative Analysis; Educational Attainment; Enrollment; Evidence; Females; Fiscal Capacity; Foreign Countries; Gender Differences; Outcomes of Education

Centroamérica: Tendencias de las ecnologías de la Información y Comunicación 2010-2019 - Figueroa, Héctor (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7NPNIIZ6 2405685:VB3ZCVN2

Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 - Field, Tracey-Lynn (Open Government Partnership, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8XF8TYGA 2405685:YMJMKLLJ

Discovering statistics using IBM SPSS statistics - Field, Andy P. (SAGE, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7BN3B36D 2405685:CFJAF8HE
Keywords: Computer programs; Statistics as Topic; Software; Database Management Systems; Social Sciences; Handbooks; manuals; etc; Statistical methods; Statistics; Social sciences; methods; Data Interpretation; Statistical; SPSS (Computer file)

Technologies for Data Collection, Processing and Communication in Education in Emergencies: Mapping Practices and Opportunities in the MENA region and Globally - FHI360; USAID (2021)

Innovation for Education, the Mentoring Community of Practice (MCOP) - FHI360 (2020)
The rapid expansion of basic education in Rwanda has strained the delivery of quality education while increasing the demand for effective teachers. The shift to instruction in English has also resulted in an urgent need to improve the English-language proficiency of teachers. The Government of Rwanda is addressing these needs by providing English and pedagogical support to basic education teachers through a school-based mentoring initiative, called the Innovation for Education, the Mentoring Community of Practice (MCOP) project.
KerkoCite.ItemAlsoKnownAs: 2339240:FGIBZMQP 2405685:G6SFW4L8

Liberia Teacher Training Program II (LTTP II) - FHI360 (2016)
FHI 360’s Liberia Teacher Training Program II (LTTP II) builds on work conducted under LTTP I to address Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.
Library Catalog: www.fhi360.org KerkoCite.ItemAlsoKnownAs: 2339240:KJT59EFR 2405685:TVLFHSTQ

Mentorship Community of Practice - FHI360 (2020)
The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development.
KerkoCite.ItemAlsoKnownAs: 2339240:4VDFAJSL 2405685:6S2NXAUD

Mobile Solutions Technical Assistance and Research (mSTAR) - FHI360 (2019)
The FHI 360 Mobile Solutions Technical Assistance and Research (mSTAR) project, funded by the U.S. Agency for International Development (USAID), increased access to and use of mobile and digital technologies by low-income individuals, civil society, local government institutions and private-sector stakeholders.
Library Catalog: www.fhi360.org EdTechHub.ItemAlsoKnownAs: 2405685:XJSKZQMC

Rwanda Education Commons (REC) - FHI360 (2020)
The Rwanda Education Commons (REC) is expanding access to quality education by using information and communication technology (ICT) to supplement teaching and learning. By improving collaborative use of these tools among education stakeholders, the REC is building a professional learning community.
KerkoCite.ItemAlsoKnownAs: 2339240:CM36IMAB 2405685:I9DZXPN7

Feynman AI - Feynman AI
Feynman - An AI assistant to make reading, writing and understanding academic literature easier.
KerkoCite.ItemAlsoKnownAs: 2405685:ESU9HV8I 2486141:QG8TKAW3

Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers. - Fessehatsion, Petros Woldu; Peng, Pai (International Journal of Research in Education and Science, 2020)
KerkoCite.ItemAlsoKnownAs: 10.46328/ijres.1532 2339240:LW47MWEI 2405685:8R8GNGA9

Technology Based Deaf Education Initiative by FESF Pakistan Wins Prestigious WISE Awards - FESF. Family Educational Services Foundation (2018)
Library Catalog: www.fesf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:EBK48Q7M
Keywords: auto_merged