Targeted Remedial Education: Experimental Evidence from Peru - Saavedra, Juan E; Näslund-Hadley, Emma; Alfonso, Mariana (Inter-American Development Bank, 2017)
Improving learning among low-achieving students is a challenge in education. We present results from the first randomized experiment of an inquiry-based remedial science education program for low-performing elementary students in a developing-country setting. Third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score at the bottom half of their school distribution in a science test taken at the beginning of the school year are randomly assigned to receive up to 16 remedial science tutoring sessions of 90 minutes each. Control group compliance with assignment is close to perfect. Treatment group compliance is 40 percent, equivalent to 4.5 tutoring sessions, or a 4 percent increase in total science instruction time. Despite the low treatment intensity, students assigned to the remedial sessions score 0.12 standard deviations higher on a science endline test, with all gains concentrated among boys. We find no evidence of remedial education producing within-student spillovers to other subject areas (math or reading) or spillovers on other students in the classroom. We conclude that low-intensity remedial education can have an effect on science learning among low-achieving students.
KerkoCite.ItemAlsoKnownAs: 2339240:ZKLEFGM9 2405685:RAJ7SP2W

Do School Electriﬁcation and Provision of Digital Media Deliver Educational Beneﬁts? First-year Evidence from 164 Tanzanian Secondary Schools - Seo, Hee Kwon (University of Chicago, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9XWPHF2H 2405685:DPI4T7LU

Implementation Completion and Results Report (TF-14253, TF-14358) - World Bank (World Bank Group, 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:JNSJIRR8

Guidance on conducting a systematic literature review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2405685:ES9TENWY 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
shortDOI: 10/gcskzk KerkoCite.ItemAlsoKnownAs: 10.1177/0739456x17723971 10/gcskzk 2317526:3SKJWG4Q 2339240:RBCSSTU8 2405685:DHDE9YQJ 2405685:JIQYISQ3 UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

The National Bank of Rwanda - ICDL (ICDL Africa, 2017)
The National Bank of Rwanda strives to be a world class Central Bank that contributes to economic growth & development, by using robust monetary policy tools to maintain stable market prices. The Bank ensures financial stability in a free market economy as it embraces innovations, diversity, inclusiveness, and economic integration. The Central Bank of Rwanda …
EdTechHub.ItemAlsoKnownAs: 2405685:UACHVVMH

Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects - Santos-Hermosa, Gema; Ferran-Ferrer, Núria; Abadal, Ernest (The International Review of Research in Open and Distributed Learning, 2017)
shortDOI: 10/gfvhh5 KerkoCite.ItemAlsoKnownAs: 10/gfvhh5 2405685:I7X5IXI2
Keywords: OER; evaluation; higher education; open educational resources; repositories; reuse

Systems Approaches to Public Sector Challenges: Working with Change - OECD (OECD, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1787/9789264279865-en 2339240:2YQASYHU 2405685:LLR8UTFC

First Community-based Learning Centre launched in Ha Giang City - Dung, Nguyen Thi (United Nations Viet Nam, 2017)
Ha Giang, 8 August 2017 – Ha Giang City launched its first Community Learning Centre (CLC), providing experimental education and mental health care in support of comprehensive child development, and training of students and community members. With a focus on the provision of educational as well as mental healthcare services, the CLC is highly anticipated to become successful in the mountainous city of Ha Giang and to serve as a model for the development of CLCs in other cities of Viet Nam.
KerkoCite.ItemAlsoKnownAs: 2339240:KAFGQDMC 2405685:YL52JDGY

External Validity: The Next Step for Systematic Reviews? - Avellar, Sarah A.; Thomas, Jaime; Kleinman, Rebecca; Sama-Miller, Emily; Woodruff, Sara E.; Coughlin, Rebecca; Westbrook, T’Pring R. (Evaluation Review, 2017)
Background:Systematic reviews?which identify, assess, and summarize existing research?are usually designed to determine whether research shows that an intervention has evidence of effectiveness, rather than whether an intervention will work under different circumstances. The reviews typically focus on the internal validity of the research and do not consistently incorporate information on external validity into their conclusions.Objectives:In this article, we focus on how systematic reviews address external validity.Methods:We conducted a brief scan of 19 systematic reviews and a more in-depth examination of information presented in a systematic review of home visiting research.Results:We found that many reviews do not provide information on generalizability, such as statistical representativeness, but focus on factors likely to increase heterogeneity (e.g., numbers of studies or settings) and report on context. The latter may help users decide whether the research characteristics?such as sample demographics or settings?are similar to their own. However, we found that differences in reporting, such as which variables are included and how they are measured, make it difficult to summarize across studies or make basic determinations of sample characteristics, such as whether the majority of a sample was unemployed or married.Conclusion:Evaluation research and systematic reviews would benefit from reporting guidelines for external validity to ensure that key information is reported across studies.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0193841X16665199 2405685:BLIFN2QN
Keywords: external validity; systematic reviews

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:AN5GA9QR
Keywords: ___working_potential_duplicate

Plan Sectoriel de l’Education et de la Formation (PSEF) 2017-2030 - Ministère de l’Education Nationale et de l’Alphabétisation (Gouvernment du Burkina Faso, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:3HQEYBFN 2405685:M2TKTNE5

Disabilities inclusive education systems and policies guide for low- and middle-income countries - Bulat, Jennae; Hayes, Anne M. (RTI Press, 2017)
Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
54 citations (Crossref) [2024-04-17] Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rti.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2017.op.0043.1707 2339240:MNY6UTVN 2405685:XT4DGECK
Keywords: ⛔ No INSPIRE recid found

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

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

Student Engagement with Technology Use in Mathematics Education: An Indonesian Secondary School Context - Abidin, Zaenal; Mathrani, Anuradha; Hunter, Roberta (2017)
This study investigates attitudinal factors attributed to the use of technology in mathematics in Indonesia, where access to technology is still seen as a symbol of modernity. Specifically, we focus on measures related to student engagement-mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence-in two different secondary school groups. In one school group, students engaged with technology-based learning devices individually on one-to-one basis, while the other school group had few learning devices, hence students shared devices and learned in small groups. Both quantitative and qualitative methods have been employed in this study. Statistical analysis on quantitative data has revealed attitudinal differences to be associated with how devices are being used in classrooms (i.e., on one-to-one basis or in small groups) and is also found to be gender related. Gender differences were more evident in schools where technology was available to small groups. Qualitative data obtained through open-ended questions has shed further light on how boys and girls construct their attitudes. The study findings indicate appropriate pedagogical approaches should be considered when using technology in mathematics and that providing better access to technology will help to alleviate some of the challenges related to student engagement in learning mathematics.
KerkoCite.ItemAlsoKnownAs: 2339240:3B84XLP8 2405685:UNRVVHFV
Keywords: ⛔ No INSPIRE recid found

Teacher Coaching: What We Know - Evans, David (World Bank Blogs - Development Impact, 2017)
“Teacher coaching has emerged as a promising alternative to traditional models of professional development.” In Kraft, Blazar, and Hogan’s newly updated review “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence, ” they highlight that reviews of the literature on teacher professional development (i.e., ...
KerkoCite.ItemAlsoKnownAs: 2405685:VHFL7S36 VHFL7S36

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

Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial - Jukes, Matthew C. H.; Turner, Elizabeth L.; Dubeck, Margaret M.; Halliday, Katherine E.; Inyega, Hellen N.; Wolf, Sharon; Zuilkowski, Stephanie Simmons; Brooker, Simon J. (Journal of Research on Educational Effectiveness, 2017)
We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
shortDOI: 10/gftrwn KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2339240:BHTFCPZY 2339240:NZ4F4CI7 2339240:WQWT3F9T 2405685:8RA9QUBS 2405685:KF3AT824 2405685:L29LKK2H 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT
Keywords: Africa; Classroom Observation Techniques; Dropout Rate; ERIC; Current Index to Journals in Education (CIJE); Early Childhood Education; Effect Size; Elementary Education; Elementary School Students; Elementary School Teachers; Faculty Development; Foreign Countries; Grade 1; Grade 2; Handheld Devices; Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs; Intelligence Tests; Intervention; Interviews; Kenya; Literacy Education; Maximum Likelihood Statistics; Pretests Posttests; Primary Education; Program Effectiveness; Promising Interventions Are Great; but Are They Enough?; Questionnaires; RCT; Randomized Controlled Trials; Raven Progressive Matrices; Rural Schools; Statistical Analysis; Teacher Improvement; Teaching Methods; Telecommunications; What We Are Learning About Early Education in Sub-Saharan Africa; __:import:01; __:match:final; __:matched; __:study_id:2096051; ___working_potential_duplicate; __finaldtb; early grade reading; literacy instruction

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

Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education - Syrjämäki, Marja; Sajaniemi, Nina; Suhonen, Eira; Alijoki, Alisa; Nislin, Mari (European Journal of Special Needs Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/08856257.2016.1240342 2339240:KX7AIXX6 2405685:UBAETY3T

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

Using Randomised Controlled Trials in Education - Connolly, Paul; Biggart, Andy; Miller, Sarah; O'Hare, Liam; Thurston, Allen (SAGE Publications Limited, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:U7JPSH6B 2405685:6ER6F5U6

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting - Johnson, Stacy R.; Finlon, Kristy J.; Kobak, Roger; Izard, Carroll E. (Early Childhood Education Journal, 2017)
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.
shortDOI: 10/gbjks7 KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-016-0790-1 10/gbjks7 2405685:5SRMZ3SD
Keywords: Classroom quality; Head Start; Peer coaching; Professional development; Professional learning communities; Student–teacher interactions

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

Mozilla releases research results: Zero rating is not serving as an on-ramp to the internet - Dixon, Denelle (The Mozilla Blog, 2017)
Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...
KerkoCite.ItemAlsoKnownAs: 2339240:MXAAJ9EJ 2405685:U56FFASH 2405685:ZWUN8FG4
Keywords: ___working_potential_duplicate

Programme Sectoriel de l’Education de la Guinée Bissau (2017-2025) - Ministère de l’Education Nationale (República da Guiné-Bissau, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:F4DXD6KC 2405685:E7VTDDYM

Plan de transition du secteur de l’éducation (PTSE) 2017/18 à 2019/20 - Ministère de l’Education Nationale, de l’Enseignement et de la Recherche; Ministère de la Jeunesse, des sports, de l'Emploi, de l'Insertion Professionnelle, des Arts et de la Culture (Union des Comores, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K2U8VEVX 2405685:YKUPMI4E

Plan Intérimaire de l’Education au Tchad (PIET) 2018- 2020 - Ministère de L’Education Nationale Promotion Civique; Ministere de L'enseignement et de La Superieur, de la Recherche, et de l'Innovation (Republique Du Tchad, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:J4DPCHEL 2405685:Z6SPDR9T

Fiscal Consolidation to Accelerate Growth and Support Inclusive Development: Ghana Public Expenditure Review - World Bank (World Bank, 2017)
Ghana has experienced an extended period of robust growth since the early 2000s, supported by a favorable external environment and large investment inflows, particularly in the extractive industries. In 2011, as the start of oil production drove a surge in per capita income, Ghana graduated from low-income to lower-middle-income status. Despite the key role of the extractive industries, recent growth has been relatively inclusive, and Ghana achieved its Millennium Development Goal of halving the poverty rate by 2015. However, macroeconomic conditions have deteriorated since 2012, giving rise to substantial domestic and external imbalances. Although external shocks have underscored Ghana's vulnerability to global commodity and financial markets, the recurring nature of its imbalances reflects deeper structural deficiencies in its macroeconomic policies and public financial management (PFM) framework. A heavy focus on commodity exports has accelerated Ghana's recent growth, but the country's economic outlook increasingly hinges on a narrow range of volatile commodity prices.
Accepted: 2017-07-13T17:23:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/27558 2339240:6Y6XC6DS 2405685:WGP4YFMP
Keywords: Agricultural Productivity; Fiscal Policy; Health; Macroeconomic Policy; Pay Reform; Public Education; Public Expenditure; Public Financial Management; Public Wages; Revenue Management; Taxation

ISR-Mongolia: Improving Primary Education Outcomes for the most vulnerable children in rural Mongolia (P130760) - World Bank (The World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ES53MBII 2405685:QIRTFDQB

Republic of Yemen - Restoring and expanding energy access : power sector reengagement note - Huenteler, Joern Thorsten; Khanna, Ashish; Badiei, Sara; Matsuo, Tyeler Marissa; Maier, Elisabeth; Fernstrom, Erik Magnus (The World Bank, 2017)
Already before the conflict, much of Yemen’s population was deprived of basicelectricity services. Even before the conflict, Yemen was considered the least electrifiedcountry in the MENA region, with a pre-crisis access rate from all sources of only 55percent. The country’s per capita electricity consumption stood at 243 kWh in 2013,almost one-sixth of the regional average (The World Bank Group, 2016). There had been little progress in the electricity sector over the last decade. The sectormade little progress on improving operational efficiency and quality of service or inreducing high electricity losses, while costing the country over 10 percent of its GDPannually through direct and indirect subsidies (The World Bank, 2013). The ongoing conflict has significantly worsened the electricity supply situation from an already low level, with severe impact on health, education, water and sanitation, and the private sector, which all rely heavily on a functioning power supply.The top-down model of service delivery has been replaced by a combination of locally managed urban public services and a private-sector driven bottom-up model. The poor have limited access to solar so far, and there are concerns about the qualityof the installed technology.Because the limited functionality of the energy sector has severe consequences for other sectors and the overall Yemeni economy, restoring electricity supply will be a priority for any in-conflict or post-conflict engagement.A recent review of the World Bank’s interventions over the last 15 years in the energy sector concluded that alternative models for procurement and/or project implementation may be needed for in-conflict or post-conflict interventions.New, project-specific public sector institutions created for the purpose ofinfrastructure development were no panacea.Distributed infrastructure investments, while also not as successful as anticipated, tended to work better.The proposed priorities represent sequential steps the electricity system is re-built from the bottom up, both technically and institutionally.The proposed priorities and sequencing are underpinned by a vision for Yemen’spower sector that involves a stronger role for the private sector and moredecentralized service provision.
KerkoCite.ItemAlsoKnownAs: 2339240:DSTXEBG9 2405685:UAMTLET3 4803016:XDIEZFRJ

Social skills matter, but how do we measure and grow them in the classroom? - Pocinki, Allegra; Reeves, Richard V. (Brookings, 2017)
Most researchers and parents agree that effective social and emotional skills are essential to a child’s development and success as an adult. But how much do we know about these skills, how to meas…
KerkoCite.ItemAlsoKnownAs: 2339240:CVDKETAH 2339240:QQU5KEGG 2405685:BHUQXSDN 2405685:CB5U3YZ7 BHUQXSDN CVDKETAH

Interrogating gender divides in technology for education and development: The case of the one laptop per child project in Ghana - Steeves, H. Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
15 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 2339240:4VMARDY3 2405685:S4AUFT59
Keywords: Development; Gender; Ghana; Information communication technology (ICT); Internet; ⛔ No INSPIRE recid found

Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana - Steeves, Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
shortDOI: 10/ggtsmj KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 10/ggtsmj 2339240:DKVPCJ4N 2405685:EBIDU596 2405685:EHX857GT
Keywords: C: Ghana

The effect of blended learning on student performance at course-level in higher education: A meta-analysis - Vo, Hien M.; Zhu, Chang; Diep, Nguyet A. (Studies in Educational Evaluation, 2017)
The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k=51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+=0.385, p<0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.
shortDOI: 10/gg5s29 KerkoCite.ItemAlsoKnownAs: 10/gg5s29 2405685:97BFACYR 2405685:M5BCLDHV 2405685:W85AQYZA
Keywords: Blended learning; Discipline; Higher education; Meta-analysis; Student performance

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz (American Economic Review, 2017)
We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees.
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20140774 2339240:E75A65JU 2405685:IBUBAXI3
Keywords: Belief; Communication; Education; Housing; Human Development; Income Distribution; Information and Knowledge; Infrastructure; Learning; Migration; Economic Development: Urban; Rural; Regional; and Transportation Analysis; Public Pensions; Analysis of Education; Education: Government Policy; Economic Development: Human Resources; Search; Unawareness; State and Local Government: Health; Welfare

Effects of Information and Communication Technology (ICT) on Students' Academic Achievement and Retention in Chemistry at Secondary Level - Hussain, Ishtiaq; Suleman, Qaiser; ud Din, M. Naseer; Shafique, Farhan (Journal of Education and Educational Development, 2017)
The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.
Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v4i1.1058 2339240:PEKV6S35 2405685:DKAAC8HF
Keywords: Chemistry; Computer Uses in Education; Conventional Instruction; Foreign Countries; Influence of Technology; Pretests Posttests; Retention (Psychology); Science Achievement; Science Instruction; Secondary School Science; Secondary School Students; Statistical Analysis

Sindh Public Expenditure Review - World Bank (World Bank, 2017)
Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path.
Accepted: 2018-01-30T19:24:09Z KerkoCite.ItemAlsoKnownAs: 10.1596/29264 2339240:FAHE33CI 2405685:DHI4PX3M
Keywords: Education; Finance; Fiscal Trends; Health; Inequality; Labor Force Participation; Policy; Poverty; Public Expenditure; Public Sector; Social Protection; Vulnerability

About the Systems Theory in the Field of Education Sciences - Nicolescu, Bogdan N. (2017)
Pages: 165 KerkoCite.ItemAlsoKnownAs: 10.15405/epsbs.2017.05.02.21 2339240:BPJZIK6I 2405685:IJJIKMFT

Problems of drop-out students in Indian slum - Siddiqui, Tarannum (International Education and Research Journal, 2017)
The purpose of this paper is to find out the problems of drop-out students at elementary level, specially living in slum areas of India. Educational facility at elementary level and its relationship with infrastructural facilities is the main focus of this paper. Paper highlights the role of government to improve elementary education in slum areas of the country with special focus on drop-out students. Paper is mainly based on primary and secondary data/ information. Study has taken a total sample of 50 households (25 from each district) by using random sampling technique in the urban areas namely- Madiyaon slum of Lucknow in Uttar Pradesh and Dharavi slum of Mumbai in Maharashtra. Intensive interviews have been conducted to procure purpose full information. The numbers of upper primary schools were found half of the primary schools in slum areas. Acording to RTE Act no students could be stop or retained in any class of primary section. To stop drop out situation at elementary level of education, paper recommends opening more government upper primary schools in the slum areas. Due to limited sample size, the research results may lack generalisation. Therefore, researchers and research institutions are encouraged to test the proposed propositions further. Dropping out from elementary education in slum areas are an unexplored area of research which has been covered in this paper.
Number: 5 KerkoCite.ItemAlsoKnownAs: 2339240:HJCCKF7J 2405685:W2QT6EH2
Keywords: Elementary education in slum areas.; Indian slums; Problems of drop-out students; ⛔ No DOI found

A Study on Using Serious Games in Teaching German as a Foreign Language - Alyaz, Yunus; Spaniel-Weise, Dorothea; Gürsoy, Esim (Journal of Education and Learning, 2017)
The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.
KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v6n3p250 2339240:ZT2EQPGY 2405685:8EG4FU28

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten - Doss, Christopher; Fahle, Erin; Loeb, Susanna; York, Ben (2017)
Recent studies have shown that texting-based interventions can produce educational benefits in children across a range of ages. These studies vary in their focus from broad curricula on child development, to reminders about missing work, to steps needed in order to enroll in college. Given the potential effectiveness of texting, as well as the ease of systematically varying
KerkoCite.ItemAlsoKnownAs: 2339240:9AKV6UFP 2405685:RWQG2ZYP 2405685:WL2K529Q
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Teenage Pregnancy and Early Marriage in Timor-Leste: Research on the Decision-Making Pathways of Young Women in the Municipalities of Covalima, Aileu and Dili - Cummins, Deborah (UNFPA, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:3R4VCS9M 2405685:8X855WWU
Keywords: ⛔ No INSPIRE recid found

The General Education Strategic Plan, 2017-2022 - Ministry of General Education and Instruction (Republic of South Sudan, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SWQCTVNA 2405685:AUQTSD4V

Computer Laptop Project Strategy for Basic Education Schools in Kenya - Wambugu, Geoffrey M.; Ogenga, Stephen; Shikali, Casper; Muliaro, Joseph (2017)
Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix.
Accepted: 2017-09-08T06:46:45Z Publisher: IJICT Journals KerkoCite.ItemAlsoKnownAs: 2339240:2JE4BW6G 2339240:Q7M63VSV 2405685:RXLFLZGW 2405685:Z4L66S4G
Keywords: ⛔ No DOI found

Performance Oriented Information and Communication Technology (ICT): Model for Education Purpose in Pakistan. A Bahawalpur District Case Study - Qadri, Salman; Shah, Rehan Ali; ul Rehman, Muzammil; Ullah, Saleem; Shah, Ali Nawaz; Ali, Muhammad Zaman; Ahmed, Muhammad Munawer (International Journal of Computer Science and Network Security, 2017)
Information technology brought a dramatic change in our society. In third world countries such as Pakistan is also trying to get involve this technology in every field of life. In this decade, information technology is being used in several disciplines such as education, health, agriculture and business etc. It has given a positive impact on all of these disciplines especially E-banking, E-learning and E-commerce etc. This study focuses the implementation of information and communication technology (ICT) framework to boost the progress of different less develops areas in Pakistan. This study also describes the complete methodology with all of its benefits and constraints on implementation and also proposed a framework to improve the efficiency and accuracy in education department in primary to higher level in Bahawalpur district and its five sub districts (tehsil) and also take the case study of The Islamia University Bahawalpur within city sub campuses by utilizing the successful implementation of information and communication technology for the betterment of education.
Place: Seoul Publisher: Int Journal Computer Science & Network Security-Ijcsns WOS:000411617300049 KerkoCite.ItemAlsoKnownAs: 2339240:73XAL6FN 2405685:XNN6758Y
Keywords: E-Classes; ICT Infrastructure; IT-Centers; Information and Communication Technology; integration; teachers; ⛔ No DOI found

Reaching the unreached through open and distance learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances (Commonwealth of Learning (COL), 2017)
GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.
Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2339240:FP7JZH2X 2405685:SUVKKTP6
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Reaching the Unreached Through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances (Commonwealth of Learning (COL), 2017)
GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.
Accepted: 2017-07-08T01:14:45Z KerkoCite.ItemAlsoKnownAs: 2339240:WTLYI8A9 2405685:DBN3P8G4
Keywords: ___working_potential_duplicate

Mobile Identity Construction by Male and Female Students in Pakistan: On, In, and Through the Phone - Hassan, Bushra; Unwin, Tim (Information Technologies & International Development, 2017)
This article reports on focus group research in Pakistan about the symbolic value and use of mobile phones by students in constructing their identities on the phone, in the phone, and through the phone. A striking conclusion is the difference between how men and women use their phones, and we provide accounts of the harassment and bullying of women through their mobiles.
KerkoCite.ItemAlsoKnownAs: 2339240:48D4PCFU 2405685:F7CBLYIG
Keywords: Pakistan; identity; mobiles; students; symbolism; ⛔ No DOI found

Plugged in: How media attract and affect youth - Valkenburg, Patti; Piotrowski, J.T. (2017)
Journal Abbreviation: Plugged In: How Media Attract and Affect Youth Pages: 328 Publication Title: Plugged In: How Media Attract and Affect Youth KerkoCite.ItemAlsoKnownAs: 2405685:X2BPQXLC

A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools - Kaljee, Linda; Zhang, Liying; Langhaug, Lisa; Munjile, Kelvin; Tembo, Stephen; Menon, Anitha; Stanton, Bonita; Li, Xiaoming; Malungo, Jacob (Psychology, Health & Medicine, 2017)
Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.
shortDOI: 10/gf62kq KerkoCite.ItemAlsoKnownAs: 10.1080/13548506.2016.1153682 10/gf62kq 2339240:AWSPZW5X 2339240:CIW2LTM9 2339240:K3H4SWYT 2405685:K9JK54CC
Keywords: Sub-Saharan Africa; orphaned and vulnerable children; psychosocial support; randomized controlled trial; schooling and education

Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya - Mwanda, Gideon; Mwanda, Samwel; Midigo, Ronnie; Maundu, John (American Journal of Education and Information Technologies, 2017)
The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ajeit.20170102.12 2339240:BB268PHG 2405685:N3QTNN5K
Keywords: ⚠️ Invalid DOI

Ecological Systems Theory - Ettekal, Andrea; Mahoney, Joseph (2017)
Ecological systems theory explains how human development is influenced by different types of environmental systems. Researchers, policy makers, and practitioners are interested in the opportunities and risks associated with how youth spend their discretionary time outside the regular school day. One of the primary settings in which youth spend their out-of-school hours is in organized activities, which include extracurricular activities, after-school programs, and activities at community-based organizations. Much research on out-of-school activities has utilized ecological systems theory to understand how activities foster positive, healthy development of youth from different backgrounds.
zotzenLib.CopiedFrom: 2339240:NR3WND7N KerkoCite.ItemAlsoKnownAs: 10.4135/9781483385198.n94 2339240:NR3WND7N 2405685:D24BMJBJ

Lessons Learned from World Bank Education Management Information System Operations: Portfolio Review, 1998-2014 - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (Washington, DC: World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1056-5 2339240:7ZBERZEJ 2339240:KD2C2VGD 2339240:XMYQAKT5 2405685:6CI2PJ6Z 2405685:7FGMNWRV 2405685:ZQRXYWG4 4656463:I9K4CKTB
Keywords: Accountability; Data Integration; Data Quality; Data Utilization; Education; Education Management; Emis; Enabling Environment; Information System; Management Information Systems; Monitoring and Evaluation System; Planning; Sustainability; System Procurement; System Soundness; Unique Id; ___working_potential_duplicate

The Impact of Teacher Effectiveness on Student Learning in Africa - Buhl-Wiggers, Julie; Kerwin, Jason; Smith, Jeffrey; Thornton, Rebecca (Rise Programme, 2017)
Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
KerkoCite.ItemAlsoKnownAs: 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G
Keywords: C:Uganda; NULP

Plan sectoriel de l’éducation 2016-2025 - Ministère de l’Education Nationale, de l’Enseignement Technique et de la Formation Professionnelle; Ministère de l’Enseignement Superieur et de la Recherche Scientifique (Republique de Côte d'Ivoire, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:XHAZ5Y2E 2405685:2YJ3XZCH

Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment - Raza, Mehwish (International Association for the Development of the Information Society, 2017)
Facebook is world's leading social network, 29% of its active members represent Pakistan. This study utilized Facebook for teachers' in-service training. Thirty teachers from different parts of Pakistan took part in this training that lasted for ten weeks. The researcher tested the impact of three independent variables namely: social interactions, quality of experiences and behavior on learners' motivation (dependent variable). The hypothesis of this study propose a positive impact of independent variables on the dependent variable, the research was able to prove the hypothesis. [For the complete proceedings, see ED579190.]
Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:6KMFB2TP 2405685:5FSFA5SK
Keywords: Educational Technology; Elementary School Teachers; Elementary Schools; Foreign Countries; Handheld Devices; Hypothesis Testing; Interaction; Likert Scales; Pretests Posttests; Private Schools; Questionnaires; Social Media; Statistical Analysis; Student Motivation; Teacher Attitudes; Technology Uses in Education; Telecommunications; Training

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb; auto_merged

Public financial management and health service delivery: Necessary, but not sufficient? - Welham, Bryn; Hart, Tom; Mustapha, Shakira; Hadley, Sierd (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MZ8HXZ2X 2405685:TQ8T3N8B
Keywords: ⛔ No DOI found

Community Participation in School Management in Developing Countries - Nishimura, Mikiko (Oxford Research Encyclopedia of Education, 2017)
Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be.
ISBN: 9780190264093 KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.64 10/ggn6cs 2339240:8A8V8P9M 2405685:ZM3Y87L2

Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science - Fasasi, Rasheed Adekunle (International Journal of Science Education, 2017)
This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9–12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r = 0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347) = 296, p < 0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (η2 p = 0.46). Also recorded were significant main effects of school location (F(1, 347) = 10.2, p < .05) and parental educational status (F(1, 347 = 3.37), p < 0.05) on students' attitude to science with weak effect sizes (η2 p = 0.029 and η2 p = 0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored.
shortDOI: 10/ggjhrw KerkoCite.ItemAlsoKnownAs: 10.1080/09500693.2017.1296599 10/ggjhrw 2339240:SG5B5MDZ 2405685:Q9ZMLV8R
Keywords: Ethnoscience instruction; attitude towards science; parental educational status; school location

The genius of frugal innovation - Radjou, Navi (ideas.ted.com, 2017)
Human creativity is a natural, infinitely renewable resource — and it’s coming up with smart, cheap solutions to people’s biggest problems. Strategist Navi Radjou explains.
EdTechHub.ItemAlsoKnownAs: 2405685:7P3V4G3G

Sesame Street to introduce new character - a muppet with autism - Reporters, Telegraph (The Telegraph, 2017)
Children's show Sesame Street is to introduce a new character with autism.
KerkoCite.ItemAlsoKnownAs: 2405685:6JGMXWVH 2405685:NQUEKZ37
Keywords: Children; News; Standard; Television

Studying engagement and performance with learning technology in an African classroom - Mutahi, Juliet; Kinai, Andrew; Bore, Nelson; Diriye, Abdigani; Weldemariam, Komminist (Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 2017)
In this paper, we study the engagement and performance of students in a classroom using a system the Cognitive Learning Companion (CLC). CLC is designed to keep track of the relationship between the student, content interaction and learning progression. It also provides evidence-based engagement-oriented actionable insights to teachers by assessing information from a sensor-rich instrumented learning environment in order to infer a learner's cognitive and affective states. Data captured from the instrumented environment is aggregated and analyzed to create interlinked insights helping teachers identify how students engage with learning content and view their performance records on selected assignments. We conducted a 1 month pilot with 27 learners in a primary school in Nairobi, Kenya during their maths and science instructional periods. We present our primary analysis of content-level interactions and engagement at the individual student and classroom level.
KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027395 2339240:WZZYKWZV 2405685:UACDVUZC
Keywords: developing countries; education; engagement; learning analytics; mobile development

Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy - Ale, Komathi; Chib, Arul; Loh, Yvonne (Educational Technology Research and Development, 2017)
The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.
shortDOI: 10/gbgzmw KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-017-9517-2 10/gbgzmw 2405685:IPX2ETJ4

Teacher’s Guide, Part B: Teaching Mathematics (P 1-3) (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:PME3KYTV

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - Ali, Rabia; Temourov, Moukim; Igarashi, Takiko (The World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZLRPUYN4 2405685:SSXVNNGU

Open Schooling: Addressing the Challenge of Out-of-School Youth - Commonwealth of Learning (2017)
Goal 4 of the Sustainable Development Goals aims to ensure inclusive and quality education for all and promote lifelong learning. One target is to ensure that all girls and boys complete free, equitable and quality primary and secondary education by 2030. Yet, this is impossible to achieve within present mainstream education systems. A new way of thinking about schooling is required. // Open Schooling is a model to address this problem without having a disruptive effect on mainstream schooling – a symbiotic relationship, where both systems can benefit from another, is possible. // A multidimensional approach is required. Part of the solution is to improve teaching and learning in conventional schools in order to decrease dropout and increase throughput, while also providing access to quality learning opportunities to out-of-school youth through innovative open schooling. Open schooling
Accepted: 2017-03-28T21:32:23Z Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2339240:H7D8S5HN 2405685:NKWVVEW4

Expenditures and Revenue Management - Morrell, Lance (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LW7XXDQC 2405685:LIVD2ABR

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - World Bank (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:YFVAMIKI 2405685:GSGEB3XV

Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 - World Bank (World Bank, 2017)
Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:76GTZ5AV 2405685:NLUVPU3Q

Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals - Pritchett, Lant; Sandefur, Justin (Center for Global Development, 2017)
Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy. These calculations are based on the empirical relationship between grades completed and ability to read, a descriptive ‘learning profile.’ The large literature on schooling and life outcomes suggests simple correlations are a reasonable guide to causal effects, and the typical concern is over-estimation of the true return to schooling—implying our calculations using a descriptive and not causal learning profile are a best-case scenario. This best case is often not at all good: the learning profile is so weak in Nigeria that even if all women had completed grade six, adult female illiteracy would only have fallen from 58 percent to 53 percent. In contrast, children in many other countries do learn to read in much higher numbers and enrolling outof-school girls would dramatically reduce illiteracy. For instance, in Ethiopia the same calculations yield a reduction in illiteracy from 82 to 25 percent. But across nearly 50 developing countries with available data our calculations suggest 40 percent of women would be illiterate even if all women completed at least grade six. Achieving new Sustainable Development Goal targets of universal literacy and numeracy will require both achievement of universal schooling and dramatic improvements in the learning profile in most developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:LLUAG3S5 2405685:54UN375J

The International Encyclopedia of Organizational Communication - Scott, Craig R.; Barker, James R.; Kuhn, Timothy; Keyton, Joann; Turner, Paaige K.; Lewis, Laurie K. (Wiley, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1002/9781118955567 2339240:MUXQBC59 2405685:F7A8XMF2

Wikipedia:WikiProject Wiki Loves Women/Ghana - Wikipedia (Wikipedia, 2017)
Page Version ID: 766745664 KerkoCite.ItemAlsoKnownAs: 2339240:3T3RZHQT 2405685:7VWJII2A

Aprender a Ler (ApaL) - USAID (World Education, Inc., 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:NQEMMZAP

Does knowledge brokering improve the quality of rapid review proposals? A before and after study - Moore, Gabriel; Redman, Sally; D’Este, Catherine; Makkar, Steve; Turner, Tari (Systematic Reviews, 2017)
Rapid reviews are increasingly being used to help policy makers access research in short time frames. A clear articulation of the review’s purpose, questions, scope, methods and reporting format is thought to improve the quality and generalisability of review findings. The aim of the study is to explore the effectiveness of knowledge brokering in improving the perceived clarity of rapid review proposals from the perspective of potential reviewers.
KerkoCite.ItemAlsoKnownAs: 2405685:5C8BDJSP 2405685:MN3YGHFN
Keywords: Commissioned rapid reviews; Evidence summaries; Knowledge brokering; Knowledge synthesis; Policy-relevant; Rapid reviews; Research utilisation; Review literature as topic

Building State Capability: Evidence, Analysis, Action - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Oxford University Press, 2017)
This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past.
KerkoCite.ItemAlsoKnownAs: 2339240:FKJLDS8U 2405685:V8AM2PXA

What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa - Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Rockmore, Christophe; Stacy, Brian; Svensson, Jakob; Wane, Waly (World Bank, 2017)
School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.
shortDOI: 10/gftst3 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 10/gftst3 2339240:BTMNBWLP 2405685:I898ERZQ 2405685:NZXPNUED 4656463:N34TLK8Y
Keywords: Education; Education Policy; Learning Crisis; Public Service Delivery; Teacher Absenteeism; Teacher Effectiveness; Teacher Performance

Four cautionary lessons about education technology - Evans, David (World Bank Blogs, 2017)
Technology in education is often seen as a solution. It holds promise, but caution is warranted.Photo: Charlotte Kesl / World Bank There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to ...
KerkoCite.ItemAlsoKnownAs: 2339240:LU3TS2MY 2405685:R238S3X3

Meet us on the phone: mobile phone programs for adolescent sexual and reproductive health in low-to-middle income countries - Ippoliti, Nicole B.; L’Engle, Kelly (Reproductive Health, 2017)
mHealth as a technical area has seen increasing interest and promise from both developed and developing countries. While published research from higher income countries on mHealth solutions for adolescent sexual and reproductive health (SRH) is growing, there is much less documentation of SRH mHealth interventions for youth living in resource-poor settings. We conducted a global landscape analysis to answer the following research question: How are programs using mHealth interventions to improve adolescent SRH in low to middle income countries (LMICs)?
shortDOI: 10/f9pfbz KerkoCite.ItemAlsoKnownAs: 10.1186/s12978-016-0276-z 10/f9pfbz 2405685:HIHE8NIV

Looking like a state: The seduction of isomorphic mimicry - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Building State Capability: Evidence, Analysis, Action, 2017)
In this chapter we argue that isomorphic mimicry is a key “technique of successful failure” that perpetuates capability traps in development. In the context of this study, isomorphic mimicry is the tendency of governments to mimic other governments’ successes, replicating processes, systems, and even products of the “best practice” examples. This mimicry often conflates form and function: leading to a situation where “looks like” substitutes for “does”; i.e., governments look capable after the mimicry but are not actually more capable. We argue that this is endemic in development and has become a primary reason why countries do not build real capability even after years of policy and reform engagement and billions of dollars of capacity building work. We suggest that the tendency to so mimic is amplified by the current development ecosystem, especially where public sectors have become closed to novelty but open (and supportive of) agenda conformity. Such characteristics make it very hard for states to build the new capabilities needed, for their contexts, given their realities.
KerkoCite.ItemAlsoKnownAs: 10.1093/acprof:oso/9780198747482.003.0003 2339240:YW4FKQF8 2405685:FZJ79CYN

Burkina Faso’s digital ambition: transforming through eGovernment and digital platforms - Melhem, Samia; Rifon, Axel; Chrzanowski, Pierre; Tapsoba, Abdoul Malick (World Bank Blogs, 2017)
Burkina Faso has embarked on a journey to put public data infrastructure at the heart of social and economic development. But what does this mean? And why should ICT and digital data be a priority when a large segment of your population still cannot access to the internet? This is ...
KerkoCite.ItemAlsoKnownAs: 2339240:55I42ZAC 2405685:F5KJUUZ4

10 things to know about how to influence policy with research - Tilley, Helen; Shaxson, Louise; Rea, Joanna; Ball, Louise; Young, John (Overseas Development Institute (ODI), 2017)
10 things you need to know if you want to use research to influence policy.
KerkoCite.ItemAlsoKnownAs: 2339240:GEXS74ZT 2405685:2BUUIYQY

Talking about education: exploring the significance of teachers’ talk for teacher agency - Biesta, Gert; Priestley, Mark; Robinson, Sarah (Journal of Curriculum Studies, 2017)
The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.
KerkoCite.ItemAlsoKnownAs: 10.1080/00220272.2016.1205143 10/ghwmhm 2339240:6GITREFE 2339240:9UFQQ4H3 2405685:69R7MRX9 2405685:P2VLRWBR

PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN - Akhter, Farhat Perveen; Hisham, Dzakiria (2017)
Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN
Publisher: INTERNATIONAL JOURNAL OF RESEARCH IN ENGLISH EDUCATION KerkoCite.ItemAlsoKnownAs: 2339240:VD866V6K 2405685:JDNWME5L

Comparing student performance in blended and traditional courses: Does prior academic achievement matter? - Asarta, Carlos J.; Schmidt, James R. (The Internet and Higher Education, 2017)
The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course.
shortDOI: 10/f9gk4k KerkoCite.ItemAlsoKnownAs: 10.1016/j.iheduc.2016.08.002 10/f9gk4k 2405685:BBRD74WX
Keywords: Achievement; Blended course; Performance differences; Traditional course; Zones

Personalized Learning: The State of the Field & Future Directions - 2017 - Groff, Jennifer (2017)
Personalized Learning: The State of the Field & Future Directions - 2017
KerkoCite.ItemAlsoKnownAs: 2339240:VKJBHFCG 2405685:DXH58PJM
Keywords: ⛔ No DOI found

1 - Introduction - Holtzblatt, Karen; Beyer, Hugh (Contextual Design (Second Edition), 2017)
User-centered design is a tried and true approach to product design. Start with an understanding of the user gathered via rich field interviews and build that understanding into your new product—then test and iterate the result with the user again. The first edition of this book introduced Contextual Design, a complete method to do just that. But over the last 10years, there's been a revolution in technology with smartphones and tablets providing constant, continuous connection with people, information sources, media, and the support structures of our lives wherever we happen to be. Our inquiry into the impact of these devices led to the development of the Cool Concepts, an articulation of what makes these devices loved. This new integration of technology into life requires new ways to understand and design, and therefore a revision of the Contextual Design method. This chapter motivates that redesign and discusses the principles driving the method: design for life, design in teams, and immersion in the life of the user.
KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-800894-2.00001-6 2405685:5CHLT6ZG
Keywords: Business analysis; Contextual design; Contextual inquiry; Cool concepts; Design; Design for life; Design thinking; HCI; Human-machine interaction; Marketing; Mobile design; Product design; Requirements gathering; System design; UX; Usability; User experience; User research; User-centered design

Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya - Mwanda, Gideon (International Journal of Education, Culture and Society, 2017)
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijecs.20170206.12 10/gj37fw 2339240:U7RM2HPH 2405685:UUD5WNGX

A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh - Parvin, Irene (Turkish Online Journal of Distance Education, 2017)
Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers.
KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.285813 10/gkm637 2339240:B2I9JZNJ 2405685:Q55R8HVA

Innovation in education: what works, what doesn’t, and what to do about it? - Serdyukov, Peter (Journal of Research in Innovative Teaching & Learning, 2017)
Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JRIT-10-2016-0007 2339240:H2BGZB69 2405685:R3REETEJ
Keywords: Educational technology; Implementation; Innovation; Time efficiency

EdTech East Africa (Edtech Meetup, 2017)
Library Catalog: edtecheastafrica.com EdTechHub.ItemAlsoKnownAs: 2405685:GN64Y5CP

Ghana Reads (Open Learning Exchange Ghana, 2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:6EWCFC47

International Telecommunications Union (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:49IVAHYE

Kenya Broadcasting Corporation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:RYQDKX8X

National Information Technology Agency (2017)
Library Catalog: nita.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:DCWIJT8N

Zanzibar Education Development Plan II 2017/2018-2021/2022 (Ministry of Education and Vocational Training, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:2QX2QEM4 2405685:FCPBNQFS

Data for learning: Building a smart education data system - Abdul-Hamid, Husein (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7H5MJ922 2339240:J2HGCSAN 2339240:Q76HYYDX 2405685:K9XZYD5C 2405685:L35JT7CP 2405685:RTJFMFBP
Keywords: ___working_potential_duplicate; ⛔ No DOI found

From compliance to learning: A System for harnessing the power of data in the State of Maryland - Abdul-Hamid, Husein; Mintz, Sarah; Saraogi, Namrata (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K6ENR73F 2405685:SNR9WIYQ
Keywords: ⛔ No DOI found

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo - Aber, J. Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F.; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon (Development and Psychopathology, 2017)
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1017/s0954579416001139 10/gf86mp 2339240:4FUAN56W 2339240:5P755MDC 2405685:VZHC337C

Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. - Abreh, Might K. (Educational Planning, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:B2J5K7PZ 2405685:4U4JCYGE
Keywords: ⛔ No DOI found

Innovative strategies for accelerated human resource development in South Asia: Information and communication technology for education - Special focus on Bangladesh, Nepal, and Sri Lanka - ADB (Asian Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:XPQH26KA 2405685:ZT5HV4GA

IMF Working Papers Volume 2017 Issue 203: Medium-Term Budget Frameworks in Sub-Saharan African Countries (2017) - Allen, Richard I.; Chaponda, Taz; Ray, Rohini; Fisher, Lesley (2017)
"Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund.
ISBN: 9781484314203 KerkoCite.ItemAlsoKnownAs: 2339240:YNSWAY68 2405685:NRU4WB5W 4656463:9FAITKB3

Use of Tablet Computers to Improve Access to Education in a Remote Location - Ally, Mohamed; Balaji, V; Abdelbaki, Anwar; Cheng, Ricky (Journal of Learning for Development, 2017)
A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
KerkoCite.ItemAlsoKnownAs: 2339240:F46FPXLT 2405685:VYG2M3TM
Keywords: ⛔ No DOI found

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2405685:DD4VLI9U 2486141:8S9LUG53
Keywords: _Added-ailr-2024

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:9I4QVZDI 2339240:DBDFJKBJ 2339240:X7AAWQUH 2405685:4364Q9YV 2405685:FR3HXWGG 2405685:MRNCUA28 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Innovative Strategies for Accelerated Human Resources Development in South Asia:: Information and Communication Technology for Education—Special Focus on Bangladesh, Nepal, and Sri Lanka - Asian Development Bank (Asian Development Bank, 2017)
Edition: 0 ISBN: 9789292610333 9789292610326 shortDOI: 10/ghgnfh KerkoCite.ItemAlsoKnownAs: 10.22617/TCS179080 10/ghgnfh 2339240:DC9GXZHD 2339240:H8XPPDHF 2405685:9CV4C8ZT 2405685:CIIMK9AK
Keywords: Systems Framework

Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugnov, Dmitry; Gera, Ravinder (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:27XHDSI8 2339240:TQFW4ACB 2405685:CLQLKA7M 2405685:K4RZX8TC

Moving Teachers to Malawi's Remote Communities: A Data-Driven Approach to Teacher Deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:G3BXG2DZ 2486141:URBUWVJ8

Le numérique peut-il réinventer l’éducation de base en Afrique ? - Aubert, Amélie; Loiret, Pierre-Jean; d’Aiglepierre, Rohen; Lequentre, Erwan; Pedro, Francesc (The Conversation, 2017)
Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique.
Library Catalog: theconversation.com EdTechHub.ItemAlsoKnownAs: 2405685:VSWST6J7

Data Availability and Use - Australian Government Productivity Commission (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K27TZBX7 2405685:YIPJ56YY

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

From proof of concept to scalable policies: Challenges and solutions, with an application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
zotzenLib.CopiedFrom: 2339240:8EQYM6DE KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 2339240:8EQYM6DE 2405685:QMPVWQMF

Making innovation work for girls and women in Tanzania, Tanzania: HDIF, 2017 - Bangser, Maggie; Davies, Emma; Lähde, Kristiina; McGinty, David (HDIF Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZALEY47R 2405685:T32KPMWC

Pakistan National Human Development Report: Unleashing the Potential of a Young Pakistan - Bari, Faisal; Najam, Adil (UNDP, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:5GXLJ7XT 2405685:T34JH5FN

Techno-integration of Latin America: institutions, exponential trade, and equality in the era of algorithms - Basco, Ana Ines (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:J9ZR2BWL 2405685:J6XNQ8WQ

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:JV55SGNA 2405685:L3HLWW54

The Generalizability Puzzle (SSIR) - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
KerkoCite.ItemAlsoKnownAs: 2339240:WU46XGSX 2405685:7FV674NZ

The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers - Bau, Natalie; Das, Jishnu (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FV9UENIM

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

Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles : A preliminary evaluation - Benmarrakchi, FatimaEzzahra; El Kafi, Jamal; Elhore, Ali; Haie, Sara (Education and Information Technologies, 2017)
Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-016-9551-4 2339240:JB36NYMR 2405685:K785EP3C

Case Study Report: RET International Kenya - Boisvert, Kayla (University of Massachusetts Amherst, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPJGD9MB 2405685:SACV4G7Q

Learning gains in Liberia - Bridge International (Bridge International Academies, 2017)
Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact.
Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:YKT56VQU

A Survey of ICT Capacity in Ghana's Public Colleges of Education - Cambridge Education (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:BY4LX4FZ

Education in Emergencies Guidance Note - Cambridge Education (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CA2D7TH4 2405685:CFLADBN3

International Computer Drivers License (ICDL) - CECS (Community Education Computer Society, 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:E78FLVCW

Learner engagement strategies in online class environment - Chakraborty, Misha (Texas A&M University, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3ZPJ4WL 2405685:M3RWSCLI

Fake degrees: the secret industry damaging so many employers - Clarke, Jon (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:PSWW5GB3 2405685:FBXMTUJZ

Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan: Final Report - Commonwealth of Learning (Commonwealth of Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:L7RZVSRD 2405685:PXY96GW4

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Wolfenden, Freda (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:I76Z2SKV

ISTE Standards for Educators - Crompton, Helen (International Society for Technology in Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:6UYYM57G 2405685:UAK8E9CE
Keywords: ___working_potential_duplicate

Empowered educators: how high-performing systems shape teaching quality around the world - Darling-Hammond, Linda (Jossey-Bass, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NPLPX7IV 2405685:VS6WIN6M
Keywords: Case studies; Education and state; Teachers; Training of

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:U3TNTQVM 2405685:CHPTP257

Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). Alexandria, VA - Dávila Rubio, A. M. (Association for Supervision and Curriculum Development ASCD., 2017)
Writers and curriculum experts Grant Wiggins and Jay McTighe present in this second edition of their best-seller Understanding by Design not only a framework to work on curriculum design in a more comprehensive, overarching, and thorough way but also a pedagogical as well as educational perspective that encourages teachers, students, administrative staff, and even policy makers, to reconsider the purpose, objectives, and impact that a thoughtful curriculum design can have for the community in which it is implemented. In this book, the authors provide a clear depiction of both the theoretical foundations and the practical elements putting everything together for the construction of the design of learning. The different chapters follow their three-staged backward design idea which I consider useful for a full understanding of this innovative way of planning and designing a curriculum.
KerkoCite.ItemAlsoKnownAs: 10.14483/calj.v19n1.11490 2339240:PIPZTJJJ 2405685:ZQRH3W55

Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina - de Hoyos, Rafael; Ganimian, Alejandro J; Holland, Peter A (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:N4444M8W 2405685:ARGESB4X

Nimble RCTs - A Powerful Methodology in the Program Design Toolbox - Dean Karlan (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:XJNAYYQG XJNAYYQG

Certificates in the blockchain - Det Norske Veritas (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:29TXBDVE 2405685:TRGSP8JF

The Maturity Model - Dimagi Inc (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:DCBNL38G 2405685:X6UD9GWX

Clinical and psychological effects of excessive screen time on children - Domingues-Montanari, Sophie (Journal of Paediatrics and Child Health, 2017)
Over recent years, screen time has become a more complicated concept, with an ever-expanding variety of electronic media devices available throughout the world. Television remains the predominant type of screen-based activity among children. However, computer use, video games and ownership of devices, such as tablets and smart phones, are occurring from an increasingly young age. Screen time, in particular, television viewing, has been negatively associated with the development of physical and cognitive abilities, and positively associated with obesity, sleep problems, depression and anxiety. The physiological mechanisms that underlie the adverse health outcomes related to screen time and the relative contributions of different types of screen and media content to specific health outcomes are unclear. This review discusses the positive and negative effects of screen time on the physiological and psychological development of children. Furthermore, recommendations are offered to parents and clinicians.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jpc.13462 KerkoCite.ItemAlsoKnownAs: 10.1111/jpc.13462 2339240:HD4VXBMZ 2405685:DMRGUF3P
Keywords: children; electronic media; health policy; screen time; television

Parental involvement as an important factor for successful education - Đurišić, Maša; Bunijevac, Mila (Center for Educational Policy Studies Journal, 2017)
To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents' participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.
KerkoCite.ItemAlsoKnownAs: 2339240:9IY7D2UD 2405685:5JN4MSQZ
Keywords: ⛔ No DOI found

Centre for National Distance Learning and Open Schooling (CENDLOS) - Editor (COMOSAConnect, 2017)
Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3…
Library Catalog: comosaconnect.org EdTechHub.ItemAlsoKnownAs: 2405685:446NUNEW

Education technology: An evidence-based review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 2339240:3BIGHYQN 2339240:FYC7BPHW 2339240:LYBI56IU 2405685:63EDEAFD 2405685:AEIV8XGY 2405685:AWIHDCCP
Keywords: ___working_potential_duplicate

Public vs Private Quality Education at Primary Level in Pakistan - Farooq, Muhammad Sabil; Feroze, Nazia; Kai, Yuan Tong (International Online Journal of Primary Education, 2017)
Pakistan is an ethnically and religiously diverse country of over 190 million people. There are 22.6 million boys and girls out of school that's nearly half (44%) of all children in the country. This study was designed to assess comparative quality measures of primary level education at both public and private institutions of Pakistan. This study based on secondary data specially focused on ASER Pakistan Survey Report 2015 that was conducted in 146 rural districts of Pakistan, covering 83,755 households in 4,217 villages throughout the country. Detailed information was collected on 258,021 children (59% males, 41% females) aged 3-16 years. Out of these 219,609 children aged 5-16 years were tested for language and arithmetic competencies. It was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private sector to achieve vigorous quality education at this level.
Publisher: International Online Journal of Primary Education KerkoCite.ItemAlsoKnownAs: 2339240:JRSDGKRM 2405685:BSNTWHMM
Keywords: Academic Achievement; Arithmetic; Educational Administration; Educational Policy; Educational Quality; Educational Resources; Elementary Education; Elementary School Students; Foreign Countries; Literacy; Mathematics Skills; Private Education; Public Education; Secondary School Students; Socioeconomic Influences; Teacher Competencies; ⛔ No DOI found

Education for Change: A Ministerial Strategic Plan - Federal Ministry of Education (Federal Republic of Nigeria, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:Z8I67DMT

Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, F (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZDU284P6 2405685:QZQE2876
Keywords: ___working_potential_duplicate

Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, F; Cruz, C; Smith, K (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ISYEPM5P 2405685:W55NCH9D

Improving Access to Social and Economic Services for People with Disability in Lao PDR - Fielding, Angela; Gillieatt, Sue; Thoresen, Stian; Nguyen, Liem; Blundell, Barbara (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NYDRWC84 2405685:NV9E2ZD7
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

Ghana Living Standard Survey - GLSS (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NESIRGQA 2405685:35KGE7PQ
Keywords: Adrenal Medulla; Aging; Animals; Animals; Newborn; Body Weight; Catecholamines; Dopamine beta-Hydroxylase; Epinephrine; Female; Humans; In Vitro Techniques; Maternal-Fetal Exchange; Metaraminol; Morphine; Morphine Dependence; Pregnancy; Rats; Tyrosine 3-Monooxygenase

Engaging adolescents with Down syndrome in an educational video game - González-Ferreras, César; Escudero-Mancebo, David; Corrales-Astorgano, Mario; Aguilar-Cuevas, Lourdes; Flores-Lucas, Valle (International Journal of Human–Computer Interaction, 2017)
15 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2017.1278895 2339240:3H7HRGNT 2405685:J2IBGQHQ
Keywords: ⛔ No INSPIRE recid found

An Introduction to Systematic Reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:5P6DHX2K 2405685:B4KR3X7L

Assessing the Impact of Early Learning Programs in Africa - Gove, Amber; Brunette, Tracy; Bulat, Jennae; Carrol, Bidemi; Henny, Catherine; Macon, Wykia; Nderu, Evangeline; Sitabkhan, Yasmin (New Directions for Child and Adolescent Development, 2017)
We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12% to 47%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike.
shortDOI: 10/gf86mm KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20224 10/gf86mm 2405685:B4LHC2GD

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Poole, Medina Korda; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
shortDOI: 10/ggkzrw KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 10/ggkzrw 2405685:HTRYQVPL

Gilgit-Baltistan: Multiple Indicator Cluster Survey 2016–2017 - Government of Gilgit-Baltistan; UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:EFJPYT4Y 2405685:GCEMCWJ9

Malawi Growth and Development Strategy (MGDS-III) 2017–2022 - Government of Malawi (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:99BEMNP3 2405685:8AV66KVR

Inclusive Education Policy - Government of Timor-Leste (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:IELQJAB2 2405685:SGWTHKNV

Let it Snow: How Solar Panels Can Thrive in Winter Weather - Gray, Charlie (Energy.gov, 2017)
Winter is here and many parts of the country have already seen snow. Although at first blush it may seem that solar power is ideal for the summer, solar panels actually produce useful power throughout all four seasons — including when they're covered...
KerkoCite.ItemAlsoKnownAs: 2339240:4WL2NVQ7 2405685:PW8ZY4M3

The ‘leave no one behind’ index - Greenhill, Romilly (Overseas Development Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:VFT83VC2 2405685:MFW2ERFR
Keywords: ⛔ No DOI found

Learning and teachin with social network sites: A decade of research in K-12 related education - Greenhow, Christine; Askari, E (Education and Information Technologies, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9446-9 2405685:CQQGDLH3

Accelerating affordable smartphone ownership in emerging markets - GSMA (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QFFJ8AB6 2405685:JNRV8W9V

A Study on Implementation of `ICT in Education Training’ in Government Primary Schools - Haque, Z; Sarker, D; Rahman, Md; Ohiduzzaman, K; Ahammed, S; Islam, Md; Hasan, M (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:YPSRY3QV 2405685:WYITTZMP

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
EdTechHub.Source: 2129771:F7ZRYUZX shortDOI: 10/ghgk6m KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 10/ghgk6m 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Using the confidence interval confidently - Hazra, Avijit (Journal of Thoracic Disease, 2017)
Biomedical research is seldom done with entire populations but rather with samples drawn from a population. Although we work with samples, our goal is to describe and draw inferences regarding the underlying population. It is possible to use a sample statistic and estimates of error in the sample to get a fair idea of the population parameter, not as a single value, but as a range of values. This range is the confidence interval (CI) which is estimated on the basis of a desired confidence level. Calculation of the CI of a sample statistic takes the general form: CI = Point estimate ± Margin of error, where the margin of error is given by the product of a critical value (z) derived from the standard normal curve and the standard error of point estimate. Calculation of the standard error varies depending on whether the sample statistic of interest is a mean, proportion, odds ratio (OR), and so on. The factors affecting the width of the CI include the desired confidence level, the sample size and the variability in the sample. Although the 95% CI is most often used in biomedical research, a CI can be calculated for any level of confidence. A 99% CI will be wider than 95% CI for the same sample. Conflict between clinical importance and statistical significance is an important issue in biomedical research. Clinical importance is best inferred by looking at the effect size, that is how much is the actual change or difference. However, statistical significance in terms of P only suggests whether there is any difference in probability terms. Use of the CI supplements the P value by providing an estimate of actual clinical effect. Of late, clinical trials are being designed specifically as superiority, non-inferiority or equivalence studies. The conclusions from these alternative trial designs are based on CI values rather than the P value from intergroup comparison.
KerkoCite.ItemAlsoKnownAs: 10.21037/jtd.2017.09.14 10/gcrg3v 2339240:ZRSB26XS 2405685:69JLZB5V

LEAP From Pilot to Scale: Embedding Digital Reading within the Kenya National Library Service - Heavner, Rachel; Lowe, Zev; Mwachi-Amolo, Joan (2017)
Mobile technologies have become more normalized for data collection, education for displaced communities and interventions at a distance. Yet, questions remain around how to effectively bring these technology interventions from pilot efforts to broad scale adoption. Worldreader is demonstrating operational success in its digital reading programs in Kenya. In 2014, Worldreader, in partnership with the Kenyan National Library Service (knls), launched its digital reading program, called LEAP (Libraries E-reading Activities Partnership) in eight libraries. By December 2017, LEAP had successfully scaled to all 61 public libraries in the country. This paper outlines five key insights for moving from pilot to country-level scale: 1. Start slow, start smart 2. Leverage economies of scale 3. Step by step: Implement in phases 4. Manage change: Creating a unified vision of success 5. Implement sustainability from the start. These learnings can inform others leveraging technology to improve education around the world and contribute to strengthening an effective, responsible and efficient ecosystem of technology-enriched educational programs.
KerkoCite.ItemAlsoKnownAs: 2339240:IGJL4PW2 2405685:GNGTW6N4
Keywords: ⛔ No DOI found

Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers - Henaku, Christina Bampo; Pobbi, Michael Asamani (Journal of Education and Practice, 2017)
Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers–and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2339240:26FQF7T2 2405685:TZV9EH2V 2405685:XV256FAE 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47
Keywords: Behavior Change; Classroom Techniques; Comparative Analysis; Conventional Instruction; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Teachers; Foreign Countries; Ghana; Intermode Differences; Multidimensional Scaling; Questionnaires; Statistical Analysis; Teacher Surveys; Teaching Skills; Training Methods; __:import:01; __:match:final; __:matched; __:study_id:2096069; __finaldtb; ⛔ No DOI found

Gender differences in mobile phone usage for language learning, attitude and performance - Hilao, Marites Piguing; Wichadee, Saovapa (Turkish Online Journal of Distance Education, 2017)
14 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.306558 2339240:J5W3FMQ6 2405685:IMRF7YEZ
Keywords: ⛔ No INSPIRE recid found

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

ICT, education and social development in Latin America and the Caribbean – UNESCO Digital Library - Hinostroza, J. Enrique (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:DKL4STWM 2405685:75KUTCQH

Beyond an Uncertain Future: Vietnamese Parents of Children with Autism Spectrum Disorders and Their Needs for Social Support - Hoang, Khue M. (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9QRCFRWJ 2405685:EMSQHP6C
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

The influence of data protection and privacy frameworks on the design of learning analytics systems - Hoel, Tore; Griffiths, Dai; Chen, Weiqin (Proceedings of the seventh international learning analytics & knowledge conference, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027414 2339240:FSZIGLDN 2405685:R4C2Z93R

EdTech Decision-Making in Higher Education. - Hollands, Fiona M.; Escueta, Maya (Online Submission, 2017)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:43R3DKYC 2405685:BVI5B7N9
Keywords: ⛔ No DOI found

A Study on the Implementation of the Strengthening Innovation and Practice in Secondary Education Initiative for the preparation of Science, Technology, English and Mathematics (STEM) Teachers in Kenya to integrate Information and Communication Technology (ICT) in Teaching and Learning - Hooker, Mary (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HGF73GAE 2405685:2RW7F2AH

Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Improve Higher Education Quality in Bangladesh through HEQEP. - Hossain, Md (International Journal of Science and Business, 2017)
To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
KerkoCite.ItemAlsoKnownAs: 2339240:4ZQMXJ4E 2405685:NVSTLUHE
Keywords: ⛔ No DOI found

Mothers' and Fathers' Perceived Engagement in Children's Care and Schooling in Bangladesh: A Rural-Urban Comparison - Hossain, Ziarat; Atencio, David J. (Journal of Comparative Family Studies, 2017)
Couched within the bioecological systems theory, this paper examined whether (i) mothers and fathers differed in their perceived engagement with their school-age children's routine care, care on demand, academic interaction at home, and academic interaction at school; (ii) mothers' and fathers' engagement varied as a function of gender-of-child and rural and urban residence; and (iii) socioeconomic and support variables were associated with fathers' engagement with their children's care and academic work in twoparent rural and urban families in Bangladesh. Mother and father pairs from 40 rural and 41 urban families participated in the study. Mothers and fathers were separately interviewed to collect the data. Mothers spent more time in children's routine care and academic interaction at home than fathers did in both rural and urban families. Urban parents spent more time with their children than rural parents did. While rural mothers spent more time in sons' routine care and academic interaction at home than they did with daughters, urban fathers spent more time with sons' routine care than they did with their daughters. Whereas fathers' age and number of children negatively and length of marriage positively predicted fathers' engagement in children's routine care, fathers' age negatively and length of marriage and extra-familial support positively predicted fathers' engagement in children' academic interaction at home in rural families. Findings are discussed in relation to rural and urban fathers' changing roles in children's care and intellectual development in Bangladesh. Formulé dans la théorie des systèmes biologiques et écologiques, cet article examine dans quelle mesure (i) l'engagement des mères et des pères diffère dans les soins directs ou indirects donnés à leurs enfants d'âge scolaire, ainsi que dans leur suivi scolaire à domicile et à l'école; (ii) l'implication des mères et des pères varie en fonction du sexe de l'enfant et de son lieu de résidence rural ou urbain; et (iii) les variables socio-économiques et de soutien sont associées à la motivation des pères dans les soins et l'éducation de leurs enfants pour les familles biparentales rurales et urbaines au Bangladesh. La participation à cette étude comprend des couples mère-père provenant de 40 familles rurales et 41 familles urbaines. Les mères et les pères sont interrogés séparément pour la collecte de données. Les mères consacrent plus de temps que les pères aux soins directs des enfants et au suivi scolaire à domicile, aussi bien dans les familles rurales que les familles urbaines. Les parents en milieu urbain consacrent plus de temps à leurs enfants que les parents en milieu rural. Tandis que les mères en milieu rural consacrent plus de temps aux soins directs et suivi scolaire de leurs fils plutôt que de leurs filles, les pères en milieu urbain consacrent par ailleurs plus de temps que les mères aux soins directs de leurs fils. D'autre part, l'impact négatif de l'âge des pères et du nombre d'enfants ainsi que l'impact positif de la durée du mariage influent sur l'implication des pères dans les soins directs, tandis que l'impact négatif de l'âge des pères et l'impact positif de la durée du mariage et de la prise en charge extra-familiale présagent l'implication des pères dans le suivi scolaire des enfants à domicile chez les familles rurales. Les résultats sont examinés en rapport avec l'évolution du rôle des pères dans les soins et le développement intellectuel des enfants en milieu rural et urbain au Bangladesh. Basado en la teoría de los sistemas bioecológicos, este documento examinó si (i) las madres y los padres se diferenciaron de su participación percibida con el cuidado de rutina de sus hijos de edad escolar, el cuidado por encargo, la interacción académica en el hogar y la interacción académica en la escuela; (ii) la participación de las madres y los padres variaba en función de género de niño y de la residencia rural y urbana; y (iii) las variables socioeconómicas y las de apoyo se asociaron con la participación de los padres con el cuidado de sus hijos y su trabajo académico en las familias rurales y urbanas con dos padres en Bangladesh. Pares de un padre y una madre de 40 familias rurales y 41 urbanas participaron en el estudio. Las madres y los padres fueron entrevistados separadamente para recopilar la información. Las madres pasaban más tiempo con el cuidado de rutina de los niños y la interacción académica en el hogar que los padres en las familias rurales y urbanas. Los padres urbanos pasaban más tiempo con sus hijos que los padres rurales. Mientras que las madres rurales pasaban más tiempo en el cuidado de rutina y la interacción académica de sus hijos en casa que con sus hijas, los padres urbanos pasaban más tiempo con la atención de rutina de sus hijos que con sus hijas. Mientras que la edad del padre y el número de hijos negativamente predijeron la participación en la atención habitual de sus hijos y la duración del matrimonio predijo positivamente la participación del padre en la atención habitual de sus hijos, la edad del padre y la duración del matrimonio y el apoyo extrafamiliar predijeron positivamente la participación de los padres en la interacción académica de los niños de familias rurales. Los hallazgos se discuten en relación con los roles cambiantes de los padres rurales y los padres urbanos con el cuidado de sus hijos y el desarrollo intelectual de sus niños en Bangladesh.
Publisher: Dr. George Kurian KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs.48.4.289 2339240:KBS8X3LS 2405685:V2DDIL9P

Technology for Teacher Training - IDEAS (IDEAS | Institute of Development and Economic Alternatives, 2017)
The project will be introducing a new model of delivering in-service teacher training to government sector primary school teachers (PSTs), which builds upon the existing structure of cluster-based Continuous Professional Development (CPD) in Punjab.The Directorate of Staff Development (DSD) employs a cluster-based approach to in-service teacher training which constitutes a cascading model. Although the model […]
KerkoCite.ItemAlsoKnownAs: 2339240:6KEW4AH9 2405685:8E46E4T2

Scaling Innovation - IDIA (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:8QXXSHYB 2405685:89A5YFFH 2405685:UZQWN3RG 8QXXSHYB

ICTs for non-formal education in rural Thailand - Intarat, Sudarat; Chanchalor, Sumalee; Murphy, Elizabeth (Australasian Journal of Educational Technology, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:P7LS6GSP 2405685:Y8CIB884
Keywords: ⛔ No DOI found

ITU | 2017 Global ICT Development Index - International Communication Union (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SLQ5JLA7 2405685:F3ZAAB6P

Digital Revolutions in Public Finance - International Monetary Fund (2017)
Digitization promises to reshape fiscal policy by transforming how governments collect, process, share, and act on information. More and higher-quality information can improve not only policy design for tax and spending, but also systems for their management, including tax administration and compliance, delivery of public services, administration of social programs, public financial management, and more. Countries must chart their own paths to effectively balance the potential benefits against the risks and challenges, including institutional and capacity constraints, privacy concerns, and new avenues for fraud and evasion. Support for this book and the conference on which it is based was provided by the Bill and Melinda Gates Foundation “Click Download on the top right corner for your free copy..."
KerkoCite.ItemAlsoKnownAs: 2339240:K89WLEA9 2405685:RLAY4PYV 4656463:H5X9X779

2017 Global ICT Development Index - International Telecommunication Union (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:D5MLE5DK 2405685:XYG7DKVM

ICT Facts and Figures 2017 - International Telecommunication Union (International Telecommunication Union, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LN5HMG4D 2405685:CI7Y26G7

A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level - Jaleel, Sajna; O. M., Anuroofa (Universal Journal of Educational Research, 2017)
Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is "self-directed." Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data.
Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2017.051024 2339240:3ILFWVLV 2405685:D26PQHYD
Keywords: Academic Achievement; Correlation; Independent Study; Information Technology; Secondary School Students; Secondary School Teachers

Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings - Joe, Hye-Kyoung; Hiver, Phil; Al-Hoorie, Ali H. (Learning and Individual Differences, 2017)
shortDOI: 10/f9t33t KerkoCite.ItemAlsoKnownAs: 10.1016/j.lindif.2016.11.005 10/f9t33t 2339240:LWSDXNMM 2405685:U9X4ME39

Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08. - Johnston, Jamie; Ksoll, Christopher (Stanford Center for Education Policy Analysis, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SVCWDI45 2405685:8DZ8SPJV
Keywords: ⛔ No DOI found

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZNYWJ9PF 2405685:7HSIXMSV
Keywords: ___working_potential_duplicate

Modelling basic numeracy learning application for children with autism: A pilot study - Kamaruzaman, Muhamad Fairus; Noor, Harrinni Md; Azahari, Mustaffa Halabi (Social and Management Research Journal, 2017)
KerkoCite.ItemAlsoKnownAs: 10.24191/smrj.v14i2.5496 2339240:GVII9FRH 2405685:UQX5AS6N
Keywords: ⛔ No INSPIRE recid found

Parental Roles in Provision of Mobility and Educational Resources for Children with Physical Challenges a Case of Joytown Special School, Kiambu County, Kenya - Kamau, Joyce (Journal of Education and Practice, 2017)
Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents' involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it's a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens.
Publisher: IISTE KerkoCite.ItemAlsoKnownAs: 2339240:VXMFTYG8 2405685:8FZZT8ZT
Keywords: Assistive Technology; Case Studies; Child Development; Educational Resources; Elementary School Students; Elementary School Teachers; Foreign Countries; Interviews; Observation; Parent Participation; Parent Role; Physical Disabilities; Physical Mobility; Questionnaires; Resource Allocation; Special Schools; Statistical Analysis; ⛔ No DOI found

Factors affecting e-learning adoption in developing countries – empirical evidence from Pakistan’s higher education sector - Kanwal, Faria; Rehman, Mariam (IEEE Access, 2017)
E-learning has reshaped traditional education into more flexible and efficient learning in developed nations. However, e-learning remains underutilized and in the rudimentary stages of development in developing countries. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Pakistan. This paper provides and examines the adoption and acceptance baseline for e-learning systems by incorporating critical external factors in the technology acceptance model. A conceptual model-the Pakistan E-Learning Adoption Model-is proposed in the context of higher education. Data were collected from 354 learners at the Virtual University of Pakistan and structural equation modeling was employed to test the research hypotheses. The empirical investigation indicates that computer self-efficacy, Internet experience, enjoyment, and system characteristics are significant predictors of perceived ease of use, while system characteristics are a strong predictor of perceived usefulness. Moreover, the subjective norm is not found to be significant for perceived usefulness. The findings provide practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation.
Conference Name: IEEE Access KerkoCite.ItemAlsoKnownAs: 10.1109/access.2017.2714379 10/gmfk2r 2339240:MDT3ZTM7 2405685:D9M2FJKB
Keywords: Computational modeling; Computers; Context; Context modeling; Critical success factors for adoption; Electronic learning; Mathematical model; TAM; e-learning adoption; e-learning adoption in Pakistan

Lower Primary Levels Curriculum Designs, Volume 1: Kiswahili, Literacy and Indigenous Languages and English Activities - Kenya Institute of Curriculum Development (Kenya Institute of Curriculum Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:REAAQWHY 2405685:89EYMH85

Pre Primary One Curriculum Designs - Kenya Institute of Curriculum Development (2017)
ISBN: 978-9966-31-712-4 KerkoCite.ItemAlsoKnownAs: 2339240:429B4H9H 2405685:SHXWMET5

Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny - Khan, Atiya (Australasian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K
Keywords: Action Research; Case Studies; Communities of Practice; Diaries; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Faculty Development; Foreign Countries; India; Language Teachers; Participant Observation; Private Schools; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Semi Structured Interviews; Teacher Collaboration; Web Sites; Workshops; __:import:01; __:match:final; __:matched; __:study_id:2096053; __finaldtb