Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (RTI Press, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL

Mathematics from the Beginning: Evaluating the Tayari Preprimary Program’s Impact on Early Mathematics Skills - Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (Global Education Review, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:2K55E3J4 2405685:7NRLGDDC
Keywords: ⛔ No DOI found

Mathematics from the beginning: Evaluating the Tayari preprimary program’s impact on early mathematics skills - Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (Global Education Review, 2018)
Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2339240:NZYMKPRM 2405685:FE8S3EHI
Keywords: Sub-Saharan Africa; ⛔ No DOI found

Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya - Piper, Benjamin; Zuilkowski, Stephanie S.; Ong’ele, Salome (Comparative Education Review, 2016)
Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/688493 2405685:LXC5KVML 4042040:N6P4YDEN

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools - Piper, Benjamin; Zuilkowski, Stephanie Simmons (Teaching and Teacher Education, 2015)
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
shortDOI: 10/f63z7b KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR
Keywords: AWP2; C:Kenya; CitedIn:AKFC; CitedIn:OER4Schools-HHH3-B; Coaching; Instruction; Kenya; Literacy; PRIMR; professional development

Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Oyanga, Arbogast (International Journal of Educational Development, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2017.10.002 2405685:RN8DGSVY 4042040:BQCK8KIK

Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Strigel, Carmen (International Journal of Educational Development, 2016)
Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
EdTechHub.Copy: 2129771:QHYYISLI shortDOI: 10/f8t8wn KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 10/f8t8wn 2129771:QHYYISLI 2339240:45CT95ZX 2339240:59F29QUS 2339240:AKA34H48 2339240:ERJRDYGR 2339240:JWWGS2FM 2339240:VHERHC8U 2339240:W2IRHE4N 2405685:6GPCWMKY 2405685:DH6QGZK3 2405685:DSJ268AF 2405685:HNU98RFR 2405685:NAH85KGQ 2405685:RJ64GDLT 2405685:T6BQBZK6 2405685:Y3YWXGDF 2534378:DA5UA4C3 2534378:IQ2QU9ZM 2534378:NFIYL9F6
Keywords: Education policy; International education; Kenya; Literacy; Reading; Technology; __:import:01; __:match:final; __:matched; __:study_id:2457283; ___working_potential_duplicate; __finaldtb

Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 2339240:W6C7ZW2X 2405685:53C9AZ8Q 2405685:RIK9NWV4 2534378:E5TCHLS4 2534378:QFTE8W6H
Keywords: Africa; Literacy; Numeracy; Program evaluation; Randomized controlled trial; Reading; ___working_potential_duplicate

The Programme for International Student Assessment (PISA) - PISA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YJ8VIUGL 2405685:3H4AYIBF

Developing and validating the International Development and Early Learning Assessment (IDELA) - Pisani, Lauren; Borisova, Ivelina; Dowd, Amy Jo (International Journal of Educational Research, 2018)
Evidence about the importance of stimulation and learning in childhood has been mounting in recent years, culminating with the inclusion of early childhood development in the 2015 Sustainable Development Goals. In following, there is a need for reliable measurement of early learning and development at local, national, and global levels. None of the existing tools designed to measure learning and development at the pre-primary level have been proven to be appropriate and feasible in diverse national contexts, as well as psychometrically rigorous. Therefore, Save the Children developed the International Development and Early Learning Assessment (IDELA) from 2011–2015. This paper presents evidence from the IDELA validation process including internal consistency, inter-rater reliability, test-retest reliability and concurrent validity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2018.06.007 2339240:2282V67A 2405685:Y3BWXKFI
Keywords: Assessment; Early childhood development; Early childhood education; Learning

Taleem Ghar: An initiative by Government of the Punjab - PITB
KerkoCite.ItemAlsoKnownAs: 2339240:AFCZWEU8 2405685:MJMGIJ4C

Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School - Pitchford, Nicola (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 2405685:PASJQ9GL

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Frontiers in Psychology, 2015)
Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.
shortDOI: 10/f7chs2 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 10/f7chs2 2129771:JKQZXRI4 2339240:9JLFSKL8 2339240:JBNHVDFI 2339240:T5JKI3Z2 2339240:VHWCDGSL 2339240:XG5MYJGE 2405685:FRZ847WF 2405685:GQ3CW5G9 2405685:ILEWWQGE 2405685:KZAT29AX 2405685:PT9BHI7C 2405685:VDSNMXIP
Keywords: Evaluation; Mathematics; Tablets; Technology; ___working_potential_duplicate; intervention; primary school; randomized control trial

Personal communication: Research on solar-power projector DPL implementation in Malawi - Pitchford, Nicola J. (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KKKZIMMM 2405685:XW8TKKQ5

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa - Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J. (Developmental Science, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IDAICQ4J 2405685:DUCHF4J8
Keywords: ⛔ No DOI found

Interactive apps prevent gender discrepancies in early-grade mathematics in a low-income country in sub-Saharan Africa - Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J. (Developmental Science, 2019)
Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading, whereas boys tend to outperform girls in mathematics. This can have long-term impact resulting in an under-representation of girls in Science, Technology, Engineering and Mathematics subjects. Recent research suggests that sociocultural factors account for differences across genders in the acquisition of these foundational skills. In this study, we investigated whether a new technology-based intervention, that included activities accessible to both boys and girls, can reduce gender differences from emerging during the early primary school years. The novel instructional method used in this study employed apps developed by onebillion© delivered individually through touch-screen tablets. Over a series of experiments conducted in Malawi, a low-income country in sub-Sahara Africa, we found that when children were exposed to standard pedagogical practice typical gender differences emerged over the first grade (Experiment 1). In contrast, boys and girls learnt equally well with the new interactive apps designed to support the learning of mathematics (Experiment 2) and reading (Experiment 3). When implemented at the start of primary education, before significant gender discrepancies become established, this novel technology-based intervention can prevent significant gender effects for mathematics. These results demonstrate that different instructional practices influence the emergence of gender disparities in early mathematics. Digital interventions can mitigate gender differences in countries where standard pedagogical instruction typically hinders girls from acquiring early mathematical skills at the same rate as boys. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=55x-6hhAY9M&feature=youtu.be
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12864 shortDOI: 10/gf62gt KerkoCite.ItemAlsoKnownAs: 10.1111/desc.12864 10/gf62gt 2339240:EKD2MTYC 2339240:N2E537Q2 2339240:YWPSSQ8L 2405685:7V9ZSCAY 2405685:HVQMEY57 2405685:LTX7M323
Keywords: education; gender inequity; mathematics; reading; tablet technology

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities - Pitchford, Nicola J.; Kamchedzera, Elizabeth; Hubber, Paula J.; Chigeda, Antonie L. (Frontiers in Psychology, 2018)
Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00262 2339240:DUN6JGMK 2339240:UQ8D45IR 2405685:7WAJ6HEZ 2405685:JSQPF627
Keywords: Interactive apps; Mathematics; Special educational needs and disabilities; primary school; tablet technology

Significance Tests Which May be Applied to Samples From any Populations - Pitman, E.J.G. (Journal of the Royal Statistical Society, 1937)
KerkoCite.ItemAlsoKnownAs: 2339240:I7PA7XI2 2405685:VEK4I2KG
Keywords: ⛔ No DOI found

CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ - Pittarello, Fabio; Bertani, Luca (Proceedings of the 11th International Conference on Interaction Design and Children, 2012)
00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 2405685:ATM9LKLU
Keywords: ⛔ No DOI found

A comparative study of blended learning versus traditional teaching in middle school science - Pixel (libreriauniversitaria.it Edizioni, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:T8SG7GWJ 2405685:KNI5GMUJ
Keywords: Education / Philosophy; Theory & Social Aspects

Plan Ceibal - Plan Ceibal
KerkoCite.ItemAlsoKnownAs: 2339240:HWA3NRDD 2405685:W3PRFW78

Ebola: beyond the health emergency - Plan International (Plan International, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:F57ZHP2V 2339240:WVDVNVSN 2405685:EFDBLXYH 2405685:GKT9E9YG

Education Needs Assessment Report - Sierra Leone - Plan International (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:FPBLY982 2486141:T8M7TVMD

Left out, left behind: adolescent girls’ secondary education in crises - Plan International UK (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBUBLI5A 2405685:PRP5JTIX

GENDER TRANSFORMATIVE EDUCATION - PLAN International; UNICEF; Transform Education; UNGEI (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IUJFLDHR 2405685:V9KDIPXS

The Ed-Tech Space Pakistan 2020 - Planet N
KerkoCite.ItemAlsoKnownAs: 2405685:MXZI9Y47

Mixed methods research: A guide to the field - Plano Clark, Vicki L.; Ivankova, Nataliya V. (Sage Publications, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:2INJ8RSM 2405685:VBAN9UA4

How Can Decision-Makers Assess EdTech Interventions for Cost-Effectiveness to Enable Better Investments? - Plaut, Daniel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at how decision-makers should consider cost-effectiveness when contemplating investing in EdTech programmes. Cost-effectiveness is a critically important consideration for anyone planning investments in EdTech, but it is also a complex one, which requires understanding the total cost of an intervention and comparing it against the likely impact on education. We draw on work from EdTech Hub and other prominent researchers to distil key practical insights for decision-makers on how to apply cost-effectiveness analysis to their decision-making. Practical considerations include recommendations on gathering the right data for analysis; ensuring cost calculations are holistic; leveraging existing frameworks and tools for cost and impact calculations; and ensuring that comparisons are made against non-tech interventions as well as the broader resource envelope available for education to determine affordability in a given context. Finally, we explore areas where additional work is needed, including an increased understanding of the challenges faced by decision-makers in considering cost-effectiveness and the need for greater transparency and accountability in cost-effectiveness analysis in the sector. Keywords Cost-effectiveness; EdTech; education policy; total cost of implementation; affordability; Learning-Adjusted Years of Schooling An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10837295 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1018 ZenodoArchiveConcept: 10837294
Keywords: _r:AddedByMyEducationEvidence

How Can Implementers Apply Digital Personalised Learning in Schools? - Plaut, Daniel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at digital personalised learning (DPL), a promising EdTech approach to improving learning outcomes, and consider how to implement this approach in school settings. We draw on work from EdTech Hub and other prominent researchers to first unpack the ‘basics’ of DPL implementation. These include the importance of teaching at the right level as a driver of DPL’s impact, and how DPL tools are applied in schools as supplementary learning and / or integrated into existing curricula. We also consider some of DPL’s technical requirements and achievements in improving learning outcomes. We then explore emerging insights about effective DPL implementation in schools, including the role of teachers as facilitators, the evidence behind student-device ratios, and the importance of coordinating DPL implementation with broader education system actors. Lastly, we look at areas that require further research, noting issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to DPL application in education systems. Keywords: digital personalised learning; DPL; implementation research; teaching at the right level; learning outcomes; education policy An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10616734 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1008 ZenodoArchiveConcept: 10616733
Keywords: _r:AddedByMyEducationEvidence

Lessons for effective CPD - Synthesis of a Sandbox Learning Session - Plaut, Daniel (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5123352 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123352 2405685:JN3CGXFK
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2405685:T7AUREA5
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (EdTech Hub, 2020)
ZenodoArchiveID: 4768571 previousDOI: 10.5281/zenodo.4277895 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4277895 10.5281/zenodo.4768571 2339240:5M4KPPAH 2339240:MQLLLDAJ 2405685:S7JARBXV 2405685:T2HBLDU6 2405685:TE7A3D6X
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained
KerkoCite.ItemAlsoKnownAs: 2339240:WNM4VGH5 2405685:8N72DLST 2405685:9ARZFX56

10 challenges of e-learning during COVID-19 & ways to solve them - Plitnichenko, Lisa (Jellyfish.tech, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:W6RD3XBG 2405685:N9TSIG35

Programme Monitoring & Implementation Unit - PMIU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:65XCV2TN 2405685:SFR256YQ

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

A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education: A Systematic Review - Poirier, Mark; Law, Jeremy M.; Veispak, Anneli (International Journal of Mobile and Blended Learning (IJMBL), 2019)
Publisher: IGI Global shortDOI: 10/ghgn4q KerkoCite.ItemAlsoKnownAs: 10/ghgn4q 2405685:VPKA2Y2U

Report on the Implementation of the Tuition Fee Free (TFF) Report - Policy, Planning, Research and Communication Division, Governmen of Papua New Guinea (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:CQSEJWFX

The method of Adaptive Comparative Judgement - Pollitt, Alastair (Assessment in Education: Principles, Policy & Practice, 2012)
Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials.
Publisher: Routledge _eprint: https://doi.org/10.1080/0969594X.2012.665354 KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2012.665354 2339240:DVE7RJRI 2405685:2658RB3T
Keywords: Space; scale and languages: identity construction of cross-boundary students in a multilingual university in Hong Kong; The method of Adaptive Comparative Judgement; assessment methods; judgement; marking; reliability

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
shortDOI: 10/fwd4wz KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 10/fwd4wz 2405685:E28QZPQQ

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
Extra URL: https://doi.org/10.1007/s11423-009-9146-5 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 2339240:F24I3ZNF 2405685:87VETGDX

Student data: Trust, transparency, and the role of consent - Polonetsky, Jules; Jerome, Joseph (Future of Privacy Forum (FPF), 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:FEQJ64GR 2405685:TDSJ46XQ
Keywords: ⛔ No DOI found

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes - Ponitz, Claire Cameron; McClelland, Megan M.; Matthews, J. S.; Morrison, Frederick J. (Developmental Psychology, 2009)
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
shortDOI: 10/b5btgq KerkoCite.ItemAlsoKnownAs: 10.1037/a0015365 10/b5btgq 2009-05916-001 2339240:L45R4TY2 2405685:Z9ZG8DE2
Keywords: Academic Achievement; Achievement; Attention; Child; Child; Preschool; Classroom Behavior; Cooperative Behavior; Female; Humans; Inhibition (Psychology); Internal-External Control; Interpersonal Influences; Interpersonal Relations; Kindergarten Students; Longitudinal Studies; Male; Mathematics; Observation Methods; Personality Assessment; Self-Regulation; Social Behavior; Social Control; Informal; Temperament; academic achievement; behavioral self-regulation; interpersonal skills; kindergarten; structured observation

EGRA Liberia: Baseline assessment of reading levels and associated factors - Poole, Medina Korda; Crouch, Luis (2008)
This document reports on the results of an Early Grade Reading Assessment (EGRA) study done in Liberia in June of 2008 as part of process of collaboration between the Ministry of Education, the World Bank, and USAID, with technical assistance provided under contract by RTI and its consultants and collaborators.This executive summary reproduced the logic of the entire report and is thus also a guide to the contents and layout of the report.This document first lays out the nature and content of the assessment instrument.
Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:TJIIZAQ8 2405685:KSLTEZMC
Keywords: ⛔ No DOI found

Playbook: Government as Platform - Pope, Richard (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:R7R7PJV9 2405685:EEWJPVKT 4656463:EKD46ZDX

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

Teacher Professional Development around the World: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (World Bank, 2018)
shortDOI: 10/ghgngf KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF
Keywords: C:Low- and middle-income countries

SIS Tanzania (LIVE) - PORALG (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9U7CNQTK 2405685:3D9IMZVK

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

Blended learning in higher education: Institutional adoption and implementation - Porter, Wendy W.; Graham, Charles R.; Spring, Kristian A.; Welch, Kyle R. (Computers & Education, 2014)
Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions.
shortDOI: 10/f524zd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.02.011 10/f524zd 2405685:RV5CZZHV
Keywords: Distance education and telelearning; Post-secondary education; Teaching/learning strategies

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

Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity - Poth, Cheryl N. (SAGE Publications Limited, 2018)
Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
Google-Books-ID: 661vDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:4UFUNNYC 2339240:LGF86DD7 2405685:GYD8JF6F
Keywords: Reference / Research; Social Science / Methodology

Evaluating large‐scale interactive radio programmes - Potter, Charles; Naidoo, Gordon (Distance Education, 2009)
This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587910902845980 shortDOI: 10/ct47qx KerkoCite.ItemAlsoKnownAs: 10/ct47qx 2339240:RS87K3HC 2405685:62Z6BK9N
Keywords: distance education; interactive radio instruction; large‐scale implementation; modalities; pedagogy; programme evaluation; shoestring/real‐world evaluation

Decolonisation of curriculum: the case of language education policy in Nepal - Poudel, Prem Prasad; Jackson, Liz; Choi, Tae-Hee (London Review of Education, 2022)
While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.
Publisher: UCL Press KerkoCite.ItemAlsoKnownAs: 10.14324/LRE.20.1.13 2405685:ZINX7XPB 4042040:NTMVL2T9

Revisiting the ‘m’ in m-learning: Making the most of mobile environments for teaching and learning in developing countries - Pouezevara, Sarah (Association for the Advancement of Computing in Education (AACE), 2015)
Educational innovations in developing countries are expanding due to pressure to achieve quality outcomes at scale and changing markets, where mobile devices are increasingly affordable. m-Learning as a concept has existed prior to the acceleration of these forces, but has gained increasing attention because of them. Growth in mobile phone ownership in developing countries has made mobile-phone enabled education (a form of e-learning) commonplace in formal and informal education. This paper draws on a broad review of existing m-learning programs to illustrate how instructional strategies...
KerkoCite.ItemAlsoKnownAs: 2339240:RG9QU4C7 2405685:Z75LSJUL

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

Scaling Access & Impact: Realizing the Power of EdTech - Pouezevara, Sarah; Valdivia, Ignacio Jara; Michalec, Mike; Amalia, Talitha; Fleischmann, Sybille (Omidyar Network, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GZZQHMNZ 2405685:CAXD8U9H

Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children - Powell, Douglas; Diamond, Karen; Burchinal, Margaret (Journal of Educational Psychology, 2010)
shortDOI: 10/cgt5m7 KerkoCite.ItemAlsoKnownAs: 10.1037/a0017763 10/cgt5m7 2405685:BYGJSXSA

Rethinking Education Management Information Systems: lessons from and options for less developed countries - Powell, Marcus (InfoDev, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:D7B95ZM6 2405685:T67DWXBM

Rethinking Education Management Information Systems: Lessons from and Options for Less Developed Countries - Powell, Marcus (2006)
Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS.
KerkoCite.ItemAlsoKnownAs: 2339240:RQI7KJCY 2405685:TVYWHVG3 4656463:IKM46ZNW

From redistribution to recognition to representation: social justice and the changing politics of education - Power, Sally (Globalisation, Societies and Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/14767724.2012.735154 2339240:HPL47QPI 2405685:5AUSY5FM

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. - Power, T; Babu, R; Chowdhury, T (BRAC Research and Evaluation Division, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HY6ESF47 2405685:7BA7PQLP

Activating local study-groups for children’s learning—an equitable EdTech response? - Power, Tom (EdTech Hub, 2020)
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707840 2339240:SR6Q67QK 2405685:5ETXZ323 2405685:8RXKC68I 2405685:Q539CZ7X
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Approaches to teacher professional development in low-to-middle-income countries - Power, Tom (Sustainable English language teacher development at scale: lessons from Bangladesh, 2019)
This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2339240:D5ABKQWT 2405685:5G9NIHEU 2405685:KJGDVY5F 2405685:P8GU4VUJ 2405685:W9CSF5TT 2534378:3KFFQRC7 2534378:RSWZTN7D
Keywords: Important; Read

Educational Technology Topic Guide - Power, Tom (Health and Education Advice Resource Team, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:U82KRZAA 2405685:2H3AHYUN 2405685:9CIM8GVA
Keywords: CitedIn:OER4Schools-HHH3; Important; lit review

The 'new' new technology: Exploiting the potential of mobile communications and open educational resources - Power, Tom (Teacher Education and the Challenge of Development: A Global Analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:NJMUBYRW
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe - Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu; Mubaira, Simbarashe (EdTech Hub, 2021)
ZenodoArchiveID: 4557015 PrevoousDOI: 10.5281/zenodo.4502122 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4502122 10.5281/zenodo.4557015 2339240:6Z8Q4VYT 2339240:KCTXJNS6 2405685:HZRHPNI5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities - Power, Tom; Hedges, C; McCormick, R; Rahman, S (Commonwealth of Learning (COL), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7
Keywords: C:Poor and marginalised communities; ⛔ No DOI found

A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh - Power, Tom; McCormick, Robert; Asbeek-Brusse, Elsbeth (2017)
English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.
Place: Dhaka, Bangladesh Publisher: English in Action (EIA) KerkoCite.ItemAlsoKnownAs: 2339240:5ASMY75P 2405685:GJV2BMAG

EIA School-based teachers development - Power, Tom; McCormick, Robert; Eyres, Ian (English In Action, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:U389PI47 2405685:GRPSWZKB

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ
Keywords: C:Bangladesh

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585176.2012.737539 KerkoCite.ItemAlsoKnownAs: 10.1080/09585176.2012.737539 2339240:VTZ8NAVX 2405685:U3Z382B7
Keywords: Bangladesh; English in Action; School Based Teacher Development; technologies

PM E Vidya Program | Online [Digital Learning] for Students | Portal | Courses List, Registration - Pradhan Mantri e-Vidya Initiative for Digital Education (Hindi Yojana, 2020)
[New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process.
Section: Central Govt KerkoCite.ItemAlsoKnownAs: 2339240:GRI4Z8RK 2405685:YJWCEUCF

Impact of Education on Labour Market Outcomes in Rural and Urban India - Pradhan, K. C.; Parida, P. C.; Sarangi, Tapas (Reflecting on India’s Development: Employment, Skill and Health, 2018)
This paper examines the returns to education with respect to three labour market outcomes namely wages, employment and occupation using the National Sample Survey Office (NSSO) 68th round (2011–12) data. Wage equation (without selection bias) results point to the fact that returns to education increase at an increasing rate as the level of education increases and the impact of education is found relatively higher in the case of urban than rural areas. In case of employment, the study finds that compared to illiterates, the chances of higher educated people going to agriculture sector is less. This is true even in the case of rural areas whereas the interactive variable (education with rural dummy) is found negatively associated with employment in agriculture sector. Occupation results suggest that there is a strong association between higher education (under graduate and graduate and above) with professional occupations and less with agriculture and fishery and unskilled occupations, suggesting the need for improving education and creating quality employment opportunities in the rural areas that may help in arresting the growing urban burden.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-1414-8_8 2339240:22I8PCDJ 2405685:8FWZU7FX
Keywords: Education; Employment; India; Occupation; Urban-rural gap; Wages

Mother-tongue education in Africa for emancipation and development: Towards the intellectualisation of African languages - Prah, Kwesi Kwaa (Languages and education in Africa: A comparative and transdisciplinary analysis, 2009)
Publisher: Symposium books Oxford KerkoCite.ItemAlsoKnownAs: 2405685:VRXH527K 4042040:FRQ62ZAC
Keywords: ⛔ No DOI found

Navitas Ventures releases Global EdTech Ecosystems 1.0 – Navitas Insights - Praill, Tim (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UULA5GNW 2405685:LKBLYR4T

Unfamiliar technology: Reaction of international students to blended learning - Prasad, P.W.C.; Angelika, Maag; Redestowicz, Margaret; Hoe, Lau Siong (Computers & Education, 2018)
shortDOI: 10/gdmg97 KerkoCite.ItemAlsoKnownAs: 10/gdmg97 2405685:HHQ58WFJ

Incorporating the iPad in the mathematics classroom - Preciado-Babb, AP (Global Engineering Education Conference (EDUCON), 2012 IEEE, 2012)
00006 shortDOI: 10/gf62hj KerkoCite.ItemAlsoKnownAs: 10/gf62hj 2129771:ZELCHDIM 2405685:NQAMVVPS

Stakeholder Analysis and Social Network Analysis in Natural Resource Management - Prell, Christina; Hubacek, Klaus; Reed, Mark (Society & Natural Resources, 2009)
The increasing use of stakeholder analysis in natural resource management reflects a growing recognition that stakeholders can and should influence environmental decision making. Stakeholder analysis can be used to avoid inflaming conflicts, ensure that the marginalization of certain groups is not reinforced, and fairly represent diverse interests. We present a case study from the Peak District National Park in the United Kingdom, where we used social network analysis to inform stakeholder analysis. This information helped us identify which individuals and categories of stakeholder played more central roles in the network and which were more peripheral. This information guided our next steps for stakeholder selection. The article ends with a discussion on the strengths and limitations of combining social network analysis with stakeholder analysis.
Publisher: Routledge _eprint: https://doi.org/10.1080/08941920802199202 zotzenLib.CopiedFrom: 2339240:TLSREEVC KerkoCite.ItemAlsoKnownAs: 10.1080/08941920802199202 2339240:TLSREEVC 2405685:W8IEPX5K
Keywords: participatory resource management; social network analysis; stakeholder analysis

Basic Education Statistics, Tanzania - President's Office, Regional Administration and Local Government (President’s Office- Regional and Local Government [PO-RALG], 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:UWXKT63Y

Pre-primary, primary and secondary education statistics in brief - President's Office, Regional Administration and Local Government (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P6JZQ3I 2405685:G4RMGCYT

Promises to keep: impact of COVID-19 on adolescents in Kenya - Presidential Policy and Strategy Unit (Kenya); Population Council (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SZHGL7E3 2405685:AHRVVYD2

Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana - Prew, Martin; Quaigrain, Kenneth (Educational Management Administration & Leadership, 2010)
Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD)
KerkoCite.ItemAlsoKnownAs: 10.1177/1741143210379057 2339240:9TECQ3XW 2339240:B69V3DI4 2339240:I36JR8HH 2339240:KFCB2CF4 2339240:P3P7F6JT 2339240:WQMTDPZY 2405685:T9RRA5JY
Keywords: Delivery Systems; Distance Education; Educational Planning; Educational Technology; Educational Television; Feedback; Graduate Study; Higher Education; Information Transfer; Instructional Design; Instructional Effectiveness; Interactive Television; Student Motivation; Teacher Attitudes; Teacher Education; Teaching Methods; Technological Advancement; Telecourses; Training; search_string_27b

Making a difference with smart tablets - Price, Amy (Teacher Librarian, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 2405685:L7LER484
Keywords: ⛔ No DOI found

Inclusive and special education approaches in developing countries - Price, Roz (Institute of Development Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7AUCVAJC 2405685:ICKQU7NT
Keywords: ⛔ No DOI found

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

Principles for Digital Development - Principles for Digital Development (Principles for Digital Development)
Resources & Expertise for the Digital Principles
KerkoCite.ItemAlsoKnownAs: 2129771:YVTEFS7V 2339240:25GKN2DZ 2339240:8H247M4D 2339240:L45UNQKB 2339240:TI9V5KNM 2339240:VBPXPZ3R 2405685:64B8NIX6 2405685:7FT5TSPJ 2405685:8N3KTB2M 2405685:CP26ZJ7F 2405685:F34U7LBI 2405685:VD5ZXD5J 2405685:YRKCD9LA
Keywords: ___working_potential_duplicate

Principles of Digital Developmeent - Design for Scale - Principles for Digital Development (Principles for Digital Development)
Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
KerkoCite.ItemAlsoKnownAs: 2405685:IUHUA96U

Tangerine: Mobile Assessments Made Easy - Principles for Digital Development (Principles for Digital Development, 2014)
Overview Tangerine is an open source software application initially designed to collect and analyze reading and mathematics assessment data in primary schools (typically grades one through four), most commonly in low-income countries. Data collectors use the Tangerine platform on mobile devices like tablets and smartphones to administer the Early Grade Reading Assessment (EGRA) and Early […]
KerkoCite.ItemAlsoKnownAs: 2405685:QEIGLPYR 2486141:M9GDVCTE

Research on Improving Systems of Education (RISE): Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, L. (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:MYBSZSWU 2405685:9UFDN67Z 261495:XF7ZTBDH
Keywords: IMPORT_FROM_DFID_RITE

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, Lant (Rise Programme, 2015)
Existing systems of education have some elements promoting learning as an objective, but are mainly coherent as systems only around enrollment targets. This paper builds an accountability framework of actors and the four design elements of accountability (delegation, financing, information and motivation) to emphasize that effectiveness in promoting learning requires systems of education that are coherent, in two ways. First, each accountability relationship has to be coherent across its elements, that is, the delegation of what agents are asked to do has to be coherent with the financing, information, and motivation, rather than "pay for one thing and expect another." Second, the relationships have to be coherent across relationships of accountability. That is, if teachers are accountable both to their employer and indirectly to parents/students/communities, then if these two have very different objectives the accountability of teachers will be made incoherent. Such incoherence can explain why small changes in the "right" direction (towards that of high performing systems or demonstrated in other contexts) might consistently fail even where a directed and coherent reform could have major impact.
KerkoCite.ItemAlsoKnownAs: 2339240:2A6I8LQN 2339240:Y8SPCGYJ 2405685:2P79XJ32 2405685:5BZQCFZR 2405685:ANBB56PV
Keywords: Systems Framework; ⛔ No DOI found

National development delivers: And how! And how? - Pritchett, Lant (Economic Modelling, 2022)
Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development–and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econmod.2021.105717 2339240:ECHNXBLX 2405685:JKLG5SMP 4656463:W94MPC2J

Randomizing Development: Method or Madness? - Pritchett, Lant (2019)
An important argument for the increased use of randomized control trial methods in development is that the evidence from these studies will encourage the uptake of effective programs and projects (both through discouraging ineffective projects and improving design of new projects) and this will lead to reduced poverty and improved human well-being. However, cross-national evidence shows that the four-fold transformation of national development, to higher productivity economies, to more responsive states, the more capable organizations and administration and to more equal social treatment produces gains in poverty and human well-being that are orders of magnitude bigger than the best that can be hoped from better programs. Arguments that RCT research is a good (much less “best”) investment depend on both believing in an implausibly low likelihood that non-RCT research can improve progress national development and believing in an implausibly large likelihood that RCT evidence improves outcomes.
KerkoCite.ItemAlsoKnownAs: 2405685:9MD7M5KH 2447227:RULPAH4C
Keywords: ⛔ No DOI found

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

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

Building State Capability: Evidence, Analysis, Action - Pritchett, Lant; Andrews, Matt; Woolcock, Michael (2017)
"Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing.
KerkoCite.ItemAlsoKnownAs: 2339240:PI9N59BE 2405685:23NKUBAX 4656463:J3ERMP4G

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

Schools and Covid-19 - Privacy International (Privacy International, 2020)
An estimated 90% of the world’s student population are affected by school closures in the Covid-19 pandemic. And, in the absence of physical space, education technology companies are stepping in to fill the gap.
KerkoCite.ItemAlsoKnownAs: 2339240:6LNSLD2D 2405685:4GJ5GUKG

Complexity and Considerations in Delivering Adaptive Learning Digital Services - Proctor, Jamie (EdTech Hub, 2019)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4561896 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4561896 2339240:M4PBAXK6 2405685:XU7B7DHZ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
A growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures. This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric. Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa. The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100. The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades. This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales)
ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7139243 10.53832/edtechhub.0122 2405685:Z8B66R9X
Keywords: _r:AddedByZotZen

Technical Assistance to the Government of Tanzania: Inception Report - Proctor, Jamie; Plaut, Daniel; El-Serafy, Yomna; Carter, Alice; Thakrar, Jayshree (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF
Keywords: _r:AddedByZotZen

Increasing Parent Engagement in Children's Literacy: A Needs Assessment to Inform the Design of Parent Engagement Efforts - Project Literacy; Results for Development; Center for Education Innovations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:W6TSA5IH 2405685:C3CBXREK

Project RAY for the visually impaired | Smartphones for Blind, Cell Phones for Visually Impaired - Project Ray (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KGLHH6G9 2405685:8A26E6LT

Why is flipped learning so popular in schools? - Promethean Blog (ResourcED: Promethean Blog, 2016)
With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.
KerkoCite.ItemAlsoKnownAs: 2339240:I38346EV 2405685:3S55AGQU

Reimagining Teacher Continuous Professional Development: Evidence from a Blended Approach in Senegal - Proudfoot, Diane; Pflepsen, Alison; Swift-Morgan, Jennifer; Niang, Ablaye (Chemonics International, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8A2VSI6K 2405685:IZHZFXFK

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Protocol - Pryor, John; Westbrook, Jo; Adu-Yeboah, Christine; Orr, David; Durrani, Naureen (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:AXK7CQ2A 2405685:NG2DIRTE

Returns to investment in education: a decennial review of the global literature - Psacharopoulos, George; Patrinos, Harry Anthony (Education Economics, 2018)
In the 60-plus year history of returns to investment in education estimates, there have been several compilations in the literature. This paper updates Psacharopoulos and Patrinos and reviews the latest trends and patterns based on 1120 estimates in 139 countries from 1950 to 2014. The private average global return to a year of schooling is 9% a year. Private returns to higher education increased, raising issues of financing and equity. Social returns to schooling remain high. Women continue to experience higher average returns to schooling, showing that girls’ education remains a priority.
Publisher: Routledge _eprint: https://doi.org/10.1080/09645292.2018.1484426 KerkoCite.ItemAlsoKnownAs: 10.1080/09645292.2018.1484426 2339240:A766YX3S 2405685:8W6KPXBB
Keywords: C13; J31; Returns to schooling; investments in education

Measuring Gender Equality in Education: Lessons from Trends in 43 Countries - Psaki, Stephanie R.; McCarthy, Katharine J.; Mensch, Barbara S. (Population and Development Review, 2018)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/padr.12121 SHORTDOI: 10/ggx3q9 shortDOI: 10/ggx3q9 KerkoCite.ItemAlsoKnownAs: 10.1111/padr.12121 10/ggx3q9 2405685:FNSXZD9G

DigiMap – Digital Malawi Project - Public Private Partnership Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BBWYTFNJ 2405685:N6IH9MK6

Digital Foundations Project – Projects – The Public Private Partnership Commission - Public Private Partnership Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QEY68WUZ 2405685:BBIYA6JF

Data Innovation for Policymaking - Pulse Lab Jakarta (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEBZVJHJ 2405685:56LPJUQ3
Keywords: ⛔ No DOI found

Teaching of Naazrah Quran Grade I-V as a separate compulsory subject - Punjab Curriculum & Textbook Board (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IXHBSJZJ 2405685:RRM79XR4

Welcome To PEF Foundation Assisted Schools - Punjab Education Foundation
KerkoCite.ItemAlsoKnownAs: 2339240:WHNGWQK5 2405685:D4JSHHQN 4656463:I2Q72FM2

eLearn App for Android - Punjab IT Board (Download.com)
eLearn.Punjab is an Educational app for an official repository of digitized textbooks of Punjab. Each book has been augmented with Video Lectures,
Library Catalog: download.cnet.com KerkoCite.ItemAlsoKnownAs: 2339240:62D7SJIH 2405685:7ZQW7Z7U 2405685:LKB6Q5JU

Punjab School Monitoring - Punjab School Monitoring
KerkoCite.ItemAlsoKnownAs: 2339240:N4YAXZHQ 2405685:4USA8BY6

How can capacity development promote evidence-informed policy making? - Punton, Melanie (2016)
How can capacity development promote evidenceinformed decision making? This review discusses the messy, complex nature of evidence use in policy processes; casts a spotlight on some of the individual, interpersonal, organisational and institutional factors that promote and constrain use of evidence; and examines the primary evidence base to investigate what works to build the capacity of decision makers to use evidence, for whom, in what circumstances, and why.
KerkoCite.ItemAlsoKnownAs: 2339240:UL2BJWHE 2405685:CJNYYRKP

Making sense of bitcoin, cryptocurrency and blockchain - PwC (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:P8J8VMLH 2405685:S5J77WM6

Policy Coherence in the Application of ICTs for Education - PwC (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHCMFJ8L 2405685:PUJTD7DD

A Study of the Usefulness of Punjab IT Labs Project in Schools of Punjab, Pakistan as Perceived by Students - Qadir, Muhammad Javid; Hameed, Abdul (Journal of Education Research, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:EDE72K59
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

Blended Learning Approach to Develop the Teachers’ TPACK - Qasem, Arwa Ahmad Abdo; Viswanathappa, Gandla (Contemporary Educational Technology, 2016)
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N
Keywords: Blended Learning; Computer Assisted Instruction; Control Groups; ERIC; Current Index to Journals in Education (CIJE); Experimental Groups; Foreign Countries; Higher Education; Information Technology; Instructional Design; Instructional Effectiveness; Knowledge Level; Likert Scales; Online Courses; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Teachers; Secondary Education; Secondary School Teachers; Technological Literacy; Technology Uses in Education; Trainees; Yemen; __:import:01; __:match:final; __:matched; __:study_id:2096173; __finaldtb

Digital & Innovative Learning in Pakistan: The domestic K12 products and services industry overview and enterprise directory - Qazilbash, Zulfiqar; Javeed, Khadija (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZWIVV9S 2405685:ZIB5JSI9

Factors determining digital divide in Ghana's basic schools - Quaicoe, James Sunney; Pata, Kai (2015 IST-Africa Conference, 2015)
This paper explores the concept of digital divide (DD) in Ghana’s basic schools in Sekondi-Takoradi Metropolis in Western Region. We tested the ICT culture variables as well as school location factor in respect to school’s digital divide. A survey sample contained 17 regional city schools from three different locations – central city in the region, towns away from the central city, and village schools. The survey instrument was developed with ten ICT culture variables. The variables in the instrument met the Cronbach’s Alpha threshold value of α = 0.70. Data was analysed with Descriptive statistics, Hierarchical Cluster analysis, Independent t-test, and Canonical discriminant analysis. We found that school location did not determine the schools DD, nonetheless the schools were digitally divided, – 2 clusters were found among schools. This DD was determined by certain ICT culture variables: Teacher’s ICT competences and the usage of ICT in Teacher’s professional practice were paramount.
KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190518 10/ggn3wz 2339240:H83HTANQ 2405685:XZBJRR36

Modelling Factors Influencing Digital Readiness: A Case of Teachers in Ghana’s Basic School System - Quaicoe, James Sunney; Pata, Kai (Advances in Web-Based Learning – ICWL 2015)
This study explored the factors involved in developing teachers’ digital readiness towards ICT integration in basic schools. A survey with teachers in the Western Ghana was carried out; a sample (N = 85) teachers from 17 schools selected from the urban, peri-urban and rural areas participated. We used Valsiner’s Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA) to model the factors in which teachers’ digital readiness is formed as the final level of Vygotsky’s Zone of Proximal Development (ZPD). In our hypothetical model, ZFM comprised factors related with surrounding ICT environment in schools, and teachers’ culturally defined predispositions related to ICT use and issues; ZPA an intervention-related factor projected teacher actions within ZFM to facilitate learning in the range of ZPD. The hypothesised model was evaluated with SEM-Path analysis – using regression analysis. The final path model indicated that the ZFM factors related with ICT environment in schools and the culturally defined predispositions related to ICT use; constrained the intervention-related ZPA factor that in turn has impact on teachers’ digital activities. In addition, ZFM factors directly influenced at what level of digital knowledge, -application, -skills and -confidence teachers arrived, and what their projections in using ICT were in the final stage of ZPD.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-25515-6_27 2339240:HDJDNKYN 2405685:9BQHG9UI
Keywords: ICT integration; Teacher digital readiness; ZFM; ZPA; ZPD

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH

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

How well do discrete choice experiments predict health choices? A systematic review and meta-analysis of external validity - Quaife, Matthew; Terris-Prestholt, Fern; Di Tanna, Gian Luca; Vickerman, Peter (The European Journal of Health Economics, 2018)
Discrete choice experiments (DCEs) are economic tools that elicit the stated preferences of respondents. Because of their increasing importance in informing the design of health products and services, it is critical to understand the extent to which DCEs give reliable predictions outside of the experimental context. We systematically reviewed the literature of published DCE studies comparing predictions to choices made in reality; we extracted individual-level data to estimate a bivariate mixed-effects model of pooled sensitivity and specificity. Eight studies met the inclusion criteria, and six of these gave sufficient data for inclusion in a meta-analysis. Pooled sensitivity and specificity estimates were 88% (95% CI 81, 92%) and 34% (95% CI 23, 46%), respectively, and the area under the SROC curve (AUC) was 0.60 (95% CI 0.55, 0.64). Results indicate that DCEs can produce reasonable predictions of health-related behaviors. There is a great need for future research on the external validity of DCEs, particularly empirical studies assessing predicted and revealed preferences of a representative sample of participants.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10198-018-0954-6 2405685:6UTTG9K5

The political economy of the primary education system in Tanzania - Quak, Evert-jan (K4D Helpdesk Report, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DAKVCZMC 2405685:SYVKPWX9
Keywords: ⛔ No DOI found

Careers in Motion: A Longitudinal Retention Study of Role Changing Among Early-Career Urban Educators - Quartz, Karen; Thomas, Andrew; Anderson, Lauren; Masyn, Katherine; Lyons, Kimberly; Olsen, Brad (Teachers College Record, 2008)
Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.
KerkoCite.ItemAlsoKnownAs: 10.1177/016146810811000102 2339240:ZSPZ3JAH 2405685:NKJ867DR

Child labour and education: a survey of slum settlements in Dhaka - Quattri, Maria; Watkins, Kevin (Overseas Development Institute (ODI), 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5CM599U7 2405685:992VL32B

Edraak - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).
Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:MSEG8TIY

Home - Queen Rania Foundation
KerkoCite.ItemAlsoKnownAs: 2405685:C9FS7FYP

Karim and Jana - Queen Rania Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E

QRF Fact Sheet: Gender and Education in Jordan - Queen Rania Foundation (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:RUNH35PJ

Realization School learning - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).
Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:6WWXGGJ2

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

أكاديمية الملكة رانيا لتدريب المعلمين - Queen Rania Foundation (2020)
Library Catalog: qrta.edu.jo KerkoCite.ItemAlsoKnownAs: 2405685:33LKZ8PU

Ghost schools can be traced through RTMS in Balochistan - Quetta Voice (Quetta Voice Breaking News, English News, Technology, Health, 2020)
The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established
Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:B6DKYGLD 2405685:ZGASEXZM 4656463:E23MB9SH

How do I ensure my EdTech investments are cost effective - RachelChuang, JamieProctor (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341460 ZenodoArchiveConcept: 7341459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341460 2405685:CUFS8JJE
Keywords: _r:AddedByZotZen

Methodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana - Radford, Kate; Ampofo, Rudolph (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7006706 ZenodoArchiveConcept: 7006705 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7006706 10.53832/edtechhub.0155 2405685:VIURCMFU
Keywords: _r:AddedByZotZen

Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya - Radhakrishnan, Dhinesh; DeBoer, Jennifer; Kimani, Samuel (Purdue University, 2018)
KerkoCite.ItemAlsoKnownAs: 10.5703/1288284316852 2339240:6MVFIILP 2405685:9HDGMXSH

Remote Learning: Evidence from Nepal during COVID-19 - Radhakrishnan, Karthika; Sabarwal, Shwetlena; Sharma, Uttam; Cullen, Claire; Crossley, Colin; Letsomo, Thato; Angrist, Noam (World Bank, 2021)
This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale
Accepted: 2021-07-28T17:29:14Z KerkoCite.ItemAlsoKnownAs: 2339240:LFIQ9LIB 2405685:F89QL28Q
Keywords: Coronavirus; Covid-19; Numeracy; Pandemic Impact; Remote Learning; School Closure

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

Portal Rasmi Jabatan Penyiaran Malaysia - Radio Televisyen Malaysia (Nama Agensi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PF745AD4 2405685:2WNYYGZQ

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

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ

COVID-19: A spotlight on child data governance gaps - Raftree, Linda; Byrne, Jasmina (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:44UFDWU4 2405685:977L3Z8B
Keywords: ___working_potential_duplicate

COVID-19: A spotlight on child data governance gaps - Raftree, Linda; Day, Emma (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C2MRJPP3 2405685:TV2FJKIG
Keywords: ___working_potential_duplicate

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

Revisiting the impact of covid-19 on adolescents in urban slums in Dhaka, Bangladesh: round 2 - Raha, Samira Ahmed; Rana, Sajib; Mamun, Saklain Al; Anik, Mehedi Hasan; Roy, Prantik; Alam, Farhana; Sultan, Maheen (Gender and Adolescence: Global Evidence, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WYUAE2BS 2405685:Y2LGTIPF
Keywords: ⛔ No DOI found

Female Teachers' Perceptions of Quality Education for Adolescent Girls in Rural Bangladesh: A Case Study - Rahim, N (2017)
The education of adolescent girls in Bangladesh must be pursued with the right combination of technology, practicality, and cultural sensitivity to achieve, among other objectives, the objectives of Millennium Development Goals (MDGs). The problem this study address is despite the availability of mobile-based curricula, such as video, mobile phones, and Short Message System (SMS) technology, female teachers in rural areas are not trained to plan and deliver curricula using mobile platforms. The purpose of this qualitative single case study is to explore barriers associated with female teachers’ training of the use of mobile-based technology in rural areas in Bangladesh. The sample is, randomly selected a minimum of eight local female teachers who had been teaching at least for two years in a rural school in Bangladesh. The data were collected to determine the local teachers’ perception on establishing quality education through virtual (email, mobile phone, IMO, zoom or Skype) interviews administered to these 8 local female teachers. The researcher gathered data from the local female teachers’ point of view based on their motivation to receive training in becoming proficient in English and the use of mobile technology in teaching. A content analysis tool was used for analyzing, interpreting, coding, and categorizing textual data where themes identified based on a comprehensive classification system. The findings from the data analysis would aid schools in recruiting, training, and retaining local female teachers to provide quality education to the adolescent girls. The data from the single case study provided information as to the use of mobile and web technologies in teaching and learning while local female teachers gain proficiency in the English language. The insight gained from this single case study may help develop future technology budgets, infrastructure, and curriculum needs. The findings from research revealed that the rural Bangladeshi school teachers noted that there is limited use of videos in the classrooms for teaching due to, in some parts, the lack of training by school administrators on strategies to use videos in their teaching. Some barriers to the use of videos is due to the lack of Internet connection, the lack of knowledge on the proper use of videos in their teaching, and the lack of administrators’ support for this type of curriculum change in the schools.
KerkoCite.ItemAlsoKnownAs: 2339240:MKU6GYRJ 2405685:VDGJUDEZ

Mobile phone technologies in coping with the challenges and opportunities of CPEC by the youth of rural mountainous areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4
Keywords: ___working_potential_duplicate

Mobile Phone Technologies in Coping with the Challenges and Opportunities of CPEC by the Youth of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC
Keywords: ___working_potential_duplicate

Engaging with equity: insights from our first sandbox meetup - Rahman, Asad (EdTech Hub, 2020)
Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19. At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707465 2339240:Z6JFQX9W 2405685:JHAMLTST 2405685:QUU7IUSY
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandbox Lean Cost Model - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147557 2405685:C44MFZNK
Keywords: _r:AddedByZotZen

Sandbox Meet-up Planning Template - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147564 2405685:JXX8J5WJ
Keywords: _r:AddedByZotZen

Sandbox Sprint Review Template - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147553 2405685:9GMPGWCB
Keywords: _r:AddedByZotZen

‘6Ps’ audit tool - Rahman, Asad; Carter, Alice (EdTech Hub, 2022)
EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0117 2339240:DP8CCUUK 2405685:2FMS5BBU 2405685:58EFZM9F
Keywords: _r:AddedByZotZen

Virtual Sandbox Pack - Rahman, Asad; Carter, Alice (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH
Keywords: _r:AddedByZotZen

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

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; Wambûi Kuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2339240:UURNQTLM 2405685:6SXI2PS9 2405685:BT283J6U 2405685:KEFXIABC
Keywords: _r:AddedByZotZen

Experiment Types for EdTech - Rahman, Asad; Carter, Alice; WambûiKuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245945 ZenodoArchiveConcept: 7245944 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245945 10.53832/edtechhub.0128 2405685:X8MUXS39
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research - Rahman, Asad; Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803107 10.53832/edtechhub.0076 2405685:CI5UZ5R4 2405685:HU5IFEK9
Keywords: _r:AddedByZotZen

EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations - Rahman, Asad; Plaut, Daniel; Salami, Taiye; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4776960 2339240:JASYN9AV 2339240:URJVJP9H 2405685:7QBDH9I4 2405685:MXMPWAA2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2020)
ZenodoArchiveID: 5652083 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652083 10.53832/edtechhub.0130 2339240:HBZUCV8U 2405685:CYESNSWU
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf

EdTech Interventions for Deaf Learners: Sprint 2 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4924787 10.53832/edtechhub.0131 2405685:D7JX8S7S
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Using evidence in practice when there is high uncertainty on what works - Rahman, Asad; Simpson, Lea; Wilkinson, James; Kuria, Catherine; Kably, Nathan; Plaut, Daniel; Tanweer, Rabia; Mbugua, Ciku (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7645994 ZenodoArchiveConcept: 7645993 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7645994 10.53832/edtechhub.0158 2405685:8VUZEK29
Keywords: _r:AddedByZotZen

PPRC-BIGD COVID-19 Livelihoods & Recovery Panel Survey - Rahman, Hossain Zillur; Matin, Dr Imran; Rahman, Atiya; Das, Dr Narayan C; Zillur, Umama; Ahmen, Md. Shakil; Hashemi, Dr Syed M; Wazed, Mohammad Abdul; Mozumder, Tanvir Ahmed; Gain, Sabrina Miti; Mohammad, Fatema; Khan, Tahsina Naz; et al. (BRAC Institute of Governance and Development (BIGD), 2021)
The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities...
KerkoCite.ItemAlsoKnownAs: 2339240:IK9VLKRP 2405685:84RHZ5EU

COVID-19 boosts digitization of higher education in Bangladesh - Rahman, M; ul-Aziz, M; Ahmed, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YMV5DY38 2405685:F66HV332

Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh - Rahman, Md. H Asibur; Uddin, Mohammad Shahab; Dey, Anamika (Journal of Computer Assisted Learning, 2021)
The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12535 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12535 2339240:D2LCXIHU 2405685:DUEDNPFM
Keywords: Bangladesh; COVID-19; interactions; learning motivation; learning satisfaction; online education

English language teaching in Bangladesh today: Issues, outcomes and implications - Rahman, Mohammad Mosiur; Islam, Md Shaiful; Karim, Abdul; Chowdhury, Takad Ahmed; Rahman, Muhammad Mushfiqur; Seraj, Prodhan Mahbub Ibna; Singh, Manjet Kaur Mehar (Language Testing in Asia, 2019)
Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40468-019-0085-8 10/gg398d 2339240:6DJW9B5P 2339240:T5V5WJQJ 2405685:EH4KT3RK 2405685:VUKTNAHY

Bangladesh Tertiary Education Sector Review - Rahman, T; Nakata, S; Nagashima, Y; Rahman, M; Sharma, U; Rahman, M.A. (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WMUIJ9VC 2405685:VCP3HEWK

Combatting the impact of COVID-19 school closures in Bangladesh - Rahman, Tashmina; Ahmed, Ramim (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N456FTY7 2405685:27LNFHVR

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Book Chapter] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1596/35043 2339240:4MHUSRIF 2405685:RDF4ZFYM

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Report] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G
Keywords: Coronavirus; Covid-19; Distance Learning; Education Quality; Pandemic Impact; Primary Education; School Closure; School Dropout; Secondary Education; Student Learning

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Web page] - Rahman, Tashmina; Sharma, Uttam (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4

A simulation of COVID-19 school closure impact on student learning in Bangladesh - Rahman, Tashmina; Sharma, Uttam; World Bank (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ
Keywords: Access to Computers; Access to Education; Achievement Gains; Age Differences; At Risk Students; Attendance; Bangladesh; Barriers; COVID-19; Delivery Systems; Disadvantaged Youth; Distance Education; Dropout Prevention; Economic Impact; Elementary Secondary Education; Foreign Countries; Gender Differences; Handheld Devices; Income; Pandemics; Partnerships in Education; Program Effectiveness; Radio; Remedial Instruction; Rural Urban Differences; School Closing; Simulation; Telecommunications; Television

From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India - Raina, Ashutosh; Rane, Archana; Ngeze, Lucian; Murthy, Sahana; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5_26 2339240:ZYIEZ59M 2405685:NPZMN2R6
Keywords: Effective online learning; Higher education; Research-based strategies; Teacher professional development

Inservice Training of Primary Teachers through Interactive Video Technology: An Indian Experience - Raina, V. K.; Maheshwari, A. N. (International Review of Education, 1998)
Discusses India's Special Orientation Programme for Primary School Teachers (SOPT), a new technology used to train large numbers of teachers so that the losses in transmission inherent in the "cascade model" are avoided. Responses from teachers and trainers show there is considerable potential for the exploitation of this technology. Contains 20 references. (VWC)
shortDOI: 10/dm4mmz KerkoCite.ItemAlsoKnownAs: 10.1023/A:1003103813259 10/dm4mmz 2405685:6TAN2XRY

Work Motivation - Rainey, Hal G. (Handbook of Organizational Behavior, Revised and Expanded, 2000)
Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic.
Num Pages: 24 KerkoCite.ItemAlsoKnownAs: 2339240:BG2MHHHK 2405685:5HFGLYKA

Bridging the disability divide through digital technologies - Raja, Deepti Samant (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:XCJL7Q5E 2405685:LYZ2PUQ4

School leadership and early grade reading: Examining the evidence in Zambia - Rakusin, M; Bostock (Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809., 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4DM4ULGQ 2405685:R2HB5B8Z

Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World - Ramalingam, Ben (Oxford University Press, 2013)
It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.
KerkoCite.ItemAlsoKnownAs: 2405685:JI2589JZ

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

Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: A qualitative study from Karnataka, southern India - Ramanaik, Satyanarayana; Collumbien, Martine; Prakash, Ravi; Howard-Merrill, Lottie; Thalinja, Raghavendra; Javalkar, Prakash; Murthy, Srikanta; Cislaghi, Ben; Beattie, Tara; Isac, Shajy; Moses, Stephen; Heise, Lori; et al. (PLoS ONE, 2018)
Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata intervention targeting adolescent girls in Bagalkote and Vijayapura districts in northern Karnataka. We used two rounds of in-depth interviews, conducted in 2014 at a time when respondents were in 8th standard at the age of 13 to 14 and sixteen months later. We combined thematic and narrative analyses. Results Our study found that poverty and socioeconomic realities at the household level strongly affect conformity with discriminatory gender practices such as restricting girls’ mobility. The value placed on education by parents clearly differentiates the regular school goers from those frequently absent and others who dropped out. With active encouragement of the girls’ educational and career aspirations, parents engendered the girl’s agency to communicate openly both at home and at school, allowing subtle changes to gender performance while resisting the pressure of social sanctions. In contrast, where educational aspirations were weak, parents invested more intensely in enforcing correct performance of gender, prioritising her well-being by aiming to secure her future in a good marriage. Among poorer families, girls’ domestic duties came at the cost of schooling with concerns about protecting her sexual purity predominating. Conclusions In contexts where a strong gender ideology of virginity before marriage rules, subtle shifts in harmful gender practices are possible. Interventions aiming to improve education need to target the most deprived families, focussing on trust building through open communication.
shortDOI: 10/gd6jwg KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0202470 10/gd6jwg 2405685:Z8HRZP6T

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB
Keywords: ⛔ No DOI found

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1737110 2339240:NG3PRUUD 2405685:RZNY4AE7

From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation - Rammutloa, Modiehi Winnie (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:CF4G2BHS
Keywords: ⛔ No DOI found

Videogame to support the teaching of reading to deaf children using gamification - Ramos-Ramirez, Rancés; Mauricio, David (Revista Ibérica de Sistemas e Tecnologias de Informação, 2019)
ISBN: 1646-9895 Publisher: Associação Ibérica de Sistemas e Tecnologias de Informacao KerkoCite.ItemAlsoKnownAs: 2339240:D2F5H3MW 2405685:HDA26ARZ
Keywords: ⛔ No DOI found

Rising Network Academies - RAN
KerkoCite.ItemAlsoKnownAs: 2339240:BIIVRII4 2405685:ITX5Q84A

A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice - Rana, Karna; Greenwood, Janinka; Fox-Turnbull, Wendy; Wise, Stuart (International Journal of Education and Development using Information and Communication Technology, 2018)
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N
Keywords: Computer Uses in Education; Conventional Instruction; Curricula; ERIC; Current Index to Journals in Education (CIJE); Education; Educational Change; Educational technology; Elementary Education; Elementary School Teachers; Elementary Schools; Elementary schools; Foreign Countries; Learning; Nepal; Pedagogy; Rural Schools; Rural areas; Rural schools; School environment; Teacher Attitudes; Teacher education; Teaching; Teaching Experience; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095916; __finaldtb; ⛔ No DOI found

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms - Rana, Karna; Greenwood, Janinka; Henderson, Robyn (Technology, Pedagogy and Education, 2022)
This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2021.2014947 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2021.2014947 2405685:S2C5FKXL
Keywords: ICT training; Nepal education; TPACK; rural education; teacher professional development

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity - Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite (Postdigital Science and Education, 2020)
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V
Keywords: Covid-19; Emergency situation; Higher education; Instructional design; Online teaching; Pedagogical content knowledge

Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in Tanzania - Raphael, Christina; Mtebe, Joel S (Journal of Learning for Development, 2017)
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.
KerkoCite.ItemAlsoKnownAs: 2339240:32MHLE8L 2405685:VBEEQVMR
Keywords: ⛔ No DOI found

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

First 50Mb/s Internet connection put online - Rasbey, Samer (BusinessNews.com.lb, 2018)
460,000 users to be connected to fiber optics in one year
KerkoCite.ItemAlsoKnownAs: 2339240:KCV97U56 2405685:APNEZW26