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

基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [Research on the Mixed Teaching Mode of Beginner-Level Reading Comprehension in Uyghur based on Rain Class] - Cui, Ran (Theory and Practice of Innovation and Enntrepreneurship, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:S8LC7TBE 4042040:8PNPLI3H
Keywords: ⛔ No DOI found

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

শিক্ষক বাতায়ন
KerkoCite.ItemAlsoKnownAs: 2339240:5PSTXE4M 2405685:C9CSKQG3

ঘরে বসেই শিক্ষা - EduHub Bangladesh (LearnFromHome, 2020)
ঘরে বসেই শিক্ষা
KerkoCite.ItemAlsoKnownAs: 2339240:8GSQEBBW 2405685:5FBPQTZ8

يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی - الله, نشرونکی امین (بااحساسه محصلين, 2021)
محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق) د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد د وړوکتوب
KerkoCite.ItemAlsoKnownAs: 2405685:SBGXS4W5 4042040:9A9Z5Y9Z

وزارة الاقتصاد الرقمي والريادة - Ministry of Digital Economy and Entrepreneurship (2020)
Library Catalog: www.modee.gov.jo KerkoCite.ItemAlsoKnownAs: 2405685:VN33TDKN

موضوع، أكبر موقع عربي بالعالم - Mawdoo3 (موضوع, 2020)
موضوع، أكبر موقع عربي بالعالم
Library Catalog: mawdoo3.com KerkoCite.ItemAlsoKnownAs: 2405685:7MSJZ6KF

مهارات التعليم عن بعد - Ministry of Education, Jordan (2020)
مهارات التعليم عن بعد
KerkoCite.ItemAlsoKnownAs: 2339240:C652QYKF 2405685:7KCHZZWX 2405685:RQYJKW5X

منصة درسك للتعلم عن بعد - Ministry of Education, Jordan (2020)
منصة درسك للتعلم عن بعد
KerkoCite.ItemAlsoKnownAs: 2339240:S3U7WSMY 2405685:C7JWXFS3 2405685:DMACDZKT

س للعام الدرا ي التقرير االحصائ - Ministry of Education, Jordan (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:UKI54W2G

جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة - توجيهي, جو اكاديمي (جو اكاديمي توجيهي, 2020)
منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب
Library Catalog: joacademy.com KerkoCite.ItemAlsoKnownAs: 2405685:PACYK386

تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها - EdTech Hub Team (2021)
ZenodoArchiveID: 4709700 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709700 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل - Roya News (رؤيا الأخباري, 2020)
الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....
Library Catalog: royanews.tv KerkoCite.ItemAlsoKnownAs: 2405685:HU525652

الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; AlMekdad, Bayan; Sabboura, Rani; Sheqem, Yazeed (EdTech Hub, 2022)
كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7143871 ZenodoArchiveConcept: 7143870 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7143871 10.53832/edtechhub.0124 2405685:9DZXFIC7
Keywords: _r:AddedByZotZen

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

Zotero Workbook (v4) - Haßler, Björn; McBurnie, Chris; Murphy, Mary; Nourie, Kristi (2021)
Previous_DOI: 10.5281/zenodo.3406140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4719821 2405685:ISD67Q83

Zomba District (Wikipedia, 2022)
Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba.
Page Version ID: 1069176198

ZIMSEC | Home - Zimbabwe School Examinations Council (2020)
Library Catalog: www.zimsec.co.zw EdTechHub.ItemAlsoKnownAs: 2405685:IWSVELST

Zimbabwe COVID-19 Preparedness and Response Strategy - Zimbabwe Education Cluster (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IR76DQJ5 2405685:DBW5AYVR 2405685:VXRVCNTY

Zim tops Cambridge International exam entries - Kadirire, Helen (Daily News (Zimbabwe), 2020)
ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country.
EdTechHub.ItemAlsoKnownAs: 2405685:FAKP8C8J

ZIM (file format) - Wikipedia (Wikipedia, 2022)
The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.
Page Version ID: 1070867585 KerkoCite.ItemAlsoKnownAs: 2339240:GWF5AB7G 2405685:CW2M5B23

Zero to eight: children’s media use in America - Rideout, Victoria (Common Sense Media, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:MGXQDSRW 2405685:YNS83P4D

Zero-rating educational content on the Internet - Trucano, Michael (World Bank Blogs, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EFI3EFFU 2405685:47WQJRBV 2405685:TGETQ347
Keywords: ___working_potential_duplicate

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
ZenodoArchiveID: 3784940 previousshortDOI: 10/gg7sqj previousshortDOI: 10/gg7sqj previousDOI: 10.5281/zenodo.3784940 previousshortDOI: 10/gg7sqj EdTechHub.Copy: 2129771:4W3D35BT EdTechHub.Copy: 2129771:4W3D35BT shortDOI: 10/gg7sqj KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 10.53832/edtechhub.0004 10/gg7sqj 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zenodo - Research. Shared.
KerkoCite.ItemAlsoKnownAs: 2405685:WDLQPTX5

Zanzibar ICT Policy (Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:PGLIK38R 2405685:F3JCKRCJ

Zanzibar Education Policy (Ministry of Education and Vocational Training, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:74HUJH9W 2405685:P9RU84Z5

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

Zambia QUESTT IRI - Education Development Center, Inc. (Airbel Impact Lab, 2020)
As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.
KerkoCite.ItemAlsoKnownAs: 2339240:53AKZDX7 2405685:R6B69K5W

Zambia COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8

Youth Transitions: Creating Pathways to Success - Hughes, Deirdre; Smith, Graeme (Education Development Trust, 2020)
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and – in some countries – an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:L5AZMEAV 2405685:KWZK6FAG
Keywords: 21st Century Skills; COVID-19; Career Development; Career Education; Economic Climate; Education Work Relationship; Educational Policy; Employers; Foreign Countries; Job Skills; Labor Market; Pandemics; Public Policy; Social Change; Technology Uses in Education; Vocational Education; Youth Employment

Youth and skills: putting education to work, EFA global monitoring report, 2012 - UNESCO (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:N8AHZTDF 2534378:ESWRX9FN

Youth and skills: Putting education to work - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3EUDIQ9U 2405685:R2TILTNN

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
previousshortDOI: 10/ghgng8 previousDOI: 10.5281/zenodo.3874247 EdTechHub.Source: 2405685:VX7UW757 EdTechHub.Source: <this> 2339240:KPL424XH shortDOI: 10/ghgng8 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3874247 10.5281/zenodo.3874247 10.53832/edtechhub.0025 10/ghgng8 2129771:LBII97HZ 2339240:2R8Z34D2 2339240:FT2TLP7Q 2339240:G93JLKST 2339240:J7DSQVEZ 2339240:QSKUJUNV 2339240:YK2KWXPL 2405685:2D6GK36K 2405685:48AAKD33 2405685:7VFMN2XM 2405685:G7ZB68PJ 2405685:I5WKHBZI 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA 2405685:ZUDWQVKI
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Young children's use of video as a source of socially relevant information - Troseth, G. L.; Saylor, M. M.; Archer, A. H. (Child Development, 2006)
Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.
Place: Hoboken Publisher: Wiley WOS:000237394700018 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2006.00903.x 2339240:RLTHFNDK 2405685:53A22D6L
Keywords: behavior; blues-clues; comprehension; find; guide; imitation; infants; learn; perception; television

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

"You give a little of yourself": family support for children's use of an IVR literacy system - Madaio, Michael A.; Kamath, Vikram; Yarzebinski, Evelyn; Zasacky, Shelby; Tanoh, Fabrice; Hannon-Cropp, Joelle; Cassell, Justine; Jasinska, Kaja; Ogan, Amy (Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies, 2019)
Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies.
KerkoCite.ItemAlsoKnownAs: 10.1145/3314344.3332504 2339240:EGC7YGBE 2405685:BLAYAKS6
Keywords: HCI4D; IVR; ed tech; literacy; tech intermediaries

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

XPRIZE and UNESCO - XPRIZE (XPRIZE, 2018)
Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious.
KerkoCite.ItemAlsoKnownAs: 2339240:UIAH9N9R 2405685:TRKYTHWI

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (Proceedings of the Pacific Asia conference on information systems (eds KK Wei, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:EDNQS3TE 2486141:V87EDIZ4
Keywords: _Added-ailr-2024; ⛔ No DOI found

Wuqu' Kawoq
KerkoCite.ItemAlsoKnownAs: 2405685:4SKYJC7T

Wrapping of a Social Innovation MOOC - Deacon, Andrew; Jaffer, Tasneem; Jawitz, Jeff; Small, Janet; Walji, Sukaina (ICEL 2018 13th International Conference on e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:MV5F5QJ8
Keywords: ⛔ No DOI found

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
EdTechHub.Source: 2129771:XH2ESLDR KerkoCite.ItemAlsoKnownAs: 2129771:XH2ESLDR 2339240:X22MW4SZ 2405685:6PAFL5VC
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

WPS8050.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:S6DGJK97

Worst practice in ICT use in education - Trucano, Michael (World Bank Blogs, 2010)
In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...
KerkoCite.ItemAlsoKnownAs: 2405685:5KWQPQ8G
Keywords: auto_merged

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.
Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56
Keywords: auto_merged

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.
Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56

Worldwide Mobile Data Pricing 2022 | 1GB Cost in 233 Countries - Cable (Cable.co.uk, 2022)
A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.
KerkoCite.ItemAlsoKnownAs: 2339240:T5WI5HXK 2405685:5SB8GXIC

Worldwide inequality and poverty in cognitive results: Cross-sectional evidence and time-based trends - Crouch, Luis; Gustafsson, Martin (University of Oxford, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BWCVWIEB 2405685:7AP6WKFU

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

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
Library Catalog: www.worldreader.org EdTechHub.ItemAlsoKnownAs: 2405685:FHAMLZRG

Worldreader - Reports and Research About Mobile Reading - Worldreader (Worldreader, 2017)
We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world.
KerkoCite.ItemAlsoKnownAs: 2339240:RVLPDE7E 2405685:ADNE8FE3

Worldreader | Helping Readers Build a Better World
KerkoCite.ItemAlsoKnownAs: 2339240:HCFYTHTD 2405685:Z4ZZXPU3

Worldreader - Data on Mobile Reading in Africa and Asia - UNESCO (Worldreader, 2014)
See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.
KerkoCite.ItemAlsoKnownAs: 2339240:Z3AW9RCX 2405685:FG7YCHIZ

Worldreader (2020)
With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2339240:VJC4YWVV 2405685:4LGUUN7F 2405685:RWWDH2UT

World Report on Disability - WHO (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:RAEALDCI 2405685:8AN9JWNI

World report on disability - World Health Organization (World Health Organization, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:RS9YLJWP 2405685:UDAY94DX

World Report 2018 - Human Rights Watch (2017)
World Report 2018 summarizes key human rights issues in more than 90 countries and territories worldwide, drawing on events from late 2016 through November 2017.
Library Catalog: www.hrw.org KerkoCite.ItemAlsoKnownAs: 2339240:QUM6DAZR 2405685:2CXPZYVW 2405685:6SY5SDVC

World Population Dashboard Cambodia - UNFPA (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:589WI5HI 2405685:5J7TCHIB

World Migration Report 2010: The future of migration—Building capacities for change - International Organization for Migration (International Organization for Migration, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:3ZCKWM7G 2405685:IZLNIX2Y

World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi - Schweik, Charles M.; Meyer, Carl; Chinkondenji, Pempho; Smith, Jeremy; Mchenga, Promise (World Development Perspectives, 2020)
Publisher: Elsevier shortDOI: 10/ghgn56 KerkoCite.ItemAlsoKnownAs: 10/ghgn56 2405685:C2FTH5HS

World Librarians: A Peer-to-Peer Commons for Closing the Global Digital Divide - Schweik, Charlie; Smith, Jeremy; Meyer, Carl (Journal of Librarianship and Scholarly Communication, 2018)
The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.
Number: 2 Publisher: Pacific University Libraries KerkoCite.ItemAlsoKnownAs: 2405685:SNL2WFXW
Keywords: ⚠️ Invalid DOI

World Inequality Database on Education- Cambodia - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C8RGQG3K 2405685:GLHNPPCN

World Employment and Social Outlook | Trends 2022 - ILO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBSJ45I5 2405685:DR9CPE67 4656463:2R94XTGQ

World Development Report 2021: Data for Better Lives - World Bank (The World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1600-0 2339240:UMDZ9J6Y 2405685:VZXWSLIJ

World Development Report 2018: Learning to Realize Education’s Promise (World Bank)
World Development Report 2018: LEARNING to Realize Education’s Promise
KerkoCite.ItemAlsoKnownAs: 2405685:QMQP8PJC

World Development Report 2018: Learning to realize education’s promise - World Bank (World Bank Group, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1 2339240:5YCGPE5H 2339240:7URY7SPB 2339240:BFKFTEHP 2339240:HZL7FCFK 2339240:VYNPXJB6 2339240:YM6MIDK7 2405685:7JNTDBCR 2405685:8K4QNUT8 2405685:BF2ZWSJV 2405685:GAYWXIDL 2405685:HQFK65IQ 2405685:HUESCDK5 2405685:JL8R2527 2405685:PZI834WE 2534378:BKV4NR6U
Keywords: C:Low- and middle-income countries

World Development Report 2017: Governance and the Law - World Bank (World Bank, 2017)
World Development Report 2017: Governance and the Law
KerkoCite.ItemAlsoKnownAs: 2339240:DNQM9DBN 2405685:UD6CN7KH

World Development Report 2016: Digital Dividends - World Bank (2016)
Information related to the World Development Report 2016: Digital Dividends
KerkoCite.ItemAlsoKnownAs: 2339240:DXBL7RFT 2405685:AJ3M8HC2 4656463:BIINHUYK

World Development Report 2016: Digital dividends - World Bank (World Bank, 2016)
doi:10.1596/978-1-4648-0671-1 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0671-1 2339240:CMWF55T4 2339240:WC37LKXM 2405685:P9M8F67G 2405685:XUR5Y48X
Keywords: AWP2; AWP2-actual

World Development Indicators | DataBank - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:N6A8L34L 2405685:2SCW6HYE

World Development Indicators | DataBank - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FYVJKHF3 2405685:KRCAAEGI

World Development Indicators - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:76GX39L8 2405685:2QBLXZAJ

World Data on Education: Bhutan - UNESCO (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:CWJSELZ2

World Class: How to build a 21st-century school system, Strong Performers and Successful Reformers in Education - Schleicher, Andreas (OECD Publishing, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:7YF6CXDZ

WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) - Wolf, Sharon; Aurino, Elisabetta; Brown, Autumn; Tsinigo, Edward (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SA6TMDDV 2405685:869WDDDL
Keywords: ⛔ No DOI found

World Bank: pandemic threatens to drive unprecedented number of children into learning poverty - World Bank (2021)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty
KerkoCite.ItemAlsoKnownAs: 2339240:FD3S4QP4 2405685:WECGJJ5S

World Bank Open Data portal - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B72R4M6V 2405685:G9KNEYVM

World Bank Open Data: Ghana Data - World Bank (World Bank Data)
KerkoCite.ItemAlsoKnownAs: 2339240:H2D7DY9X 2405685:F2RSR4CM

World Bank Open Data: Access to electricity, rural (% of rural population) - Malawi - World Bank (World Bank)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2405685:TQUTAJZH

World Bank in Cambodia - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4DY9EWI8 2405685:EZTPMN3D

World Bank helps Bangladesh provide education and skills training to poor children and youths - ReliefWeb (OCHA, 2021)
English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:YW8V8Z46 2405685:BLFQEDDB

World Bank Data Catalog - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:I2M3I3DP 2405685:WZBT9VCK

World Bank Data Bank: Urban Population - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LQQGNVYL 2405685:FILM5N22

World Bank Data Bank: Population in Cambodia - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3F9N2TNZ 2405685:VXFC8SDJ

World Bank Country and Lending Groups – World Bank Data Help Desk - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BGNSZTFP 2405685:YMYMDI8C

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

Working with the Grain and Swimming against the Tide - Booth, David (Public Management Review, 2012)
Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.
Publisher: Routledge _eprint: https://doi.org/10.1080/14719037.2012.657959 KerkoCite.ItemAlsoKnownAs: 10.1080/14719037.2012.657959 2339240:U2LWYWNF 2339240:ZXRHL45K 2405685:XB92ZXCD 2405685:YTRBP623
Keywords: Africa; community monitoring; governance; public services; research uptake

Working with immigrant children and their families: An application of Bronfenbrenner's ecological systems theory - Paat, Yok-Fong (Journal of Human Behavior in the Social Environment, 2013)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10911359.2013.800007 2339240:P68GAF86 2405685:ML8UK3IE

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

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

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
KerkoCite.ItemAlsoKnownAs: 2339240:JL9XPEWL 2405685:PG3IVJWK
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

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

WonderTree
Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2405685:RQJE5YDE

WonderTree (2020)
Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2339240:VAA5TRUM 2405685:A3Z82GP6 2405685:RQJE5YDE

Women's empowerment in action: Evidence from a randomized control trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2020)
We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170416 2339240:BW3HX5HC 2405685:ZQIFS8C9 4656463:WCISNIER
Keywords: Child Care; Children; Domestic Abuse; Fertility; Education and Economic Development; Marriage; Family Planning; Family Structure; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Marital Dissolution; Migration; Non-labor Discrimination; Labor Demand; Human Capital; Occupational Choice; Skills; Youth; Economics of Gender

Women's Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain't Learning - Kaffenberger, Michelle; Pritchett, Lant (University of Oxford, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BRHFIQNK 2405685:6L4NU2QP

Women's access to cash transfers in light of COVID-19: The case of Pakistan - Bourgault, Shelby; O'Donnell, Megan (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9SLGDAR6 2405685:XIAZWDYL

Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region - UN Women (UN Women | Americas and the Caribbean, 2020)
Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region
KerkoCite.ItemAlsoKnownAs: 2339240:PRITE9MT 2405685:8JK9L2YK

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Publisher: Routledge _eprint: https://doi.org/10.1080/17502977.2019.1612992 KerkoCite.ItemAlsoKnownAs: 10.1080/17502977.2019.1612992 2405685:MKDQ3K53
Keywords: Sierra Leone; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

With the largest share of funding, test prep startups leading the EdTech charge in India - Agarwal, Meha (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5WRSPLLH 2405685:FYD65D9P

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4YCESHH 2405685:XLBER8A5

Willingness and ability of LCPS to pay Ilm: A for products and services - AOE Research; Qazilbash, Zulfiqar (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AUXHQ47E 2405685:2686V5Z6

Will the '2014 Education and Training Policy' prepare Tanzanian children to face challenges of the 21st century?: HakiElimu position paper on the education and training policy 2014 - Suleiman, Sumra; Boniventura, Godfrey; Kalage, John; Mihayo, Robert; HakiElimu (Tanzania) (HakiElimu, 2015)
OCLC: 979565177 KerkoCite.ItemAlsoKnownAs: 2339240:2HPG6P28 2405685:MLVVXIJ4

Will Technology Transform Education for the Better? - J-PAL Evidence Review (Abdul Latif Jameel Poverty Action Lab, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:EP4SDEQI 2405685:9N96VS8X

Will technology replace teachers? No, but ... - Trucano, Michael (World Bank Blogs, 2015)
In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...
KerkoCite.ItemAlsoKnownAs: 2339240:PYU7LYHD 2405685:YBKF26IA

Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge - Azevedo, João Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William (World Bank Group, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R5NR9Z2A 2405685:QJ7JZA6T

Will COVID-19 help to clarify ICT integration into education in Malawi? - Gondwe, Foster (The Education and Development Forum (UKFIET), 2020)
This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan. Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]
KerkoCite.ItemAlsoKnownAs: 2339240:J8AT3YEK 2405685:JKDJKT9J

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

Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License - Wikipedia (Wikipedia, 2019)
Page Version ID: 880226358 KerkoCite.ItemAlsoKnownAs: 2339240:JSYRJYYQ 2405685:8BQ6B427

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Iam-Khong, N; Suksakulchai, S (Journal of Engineering and Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jeasci.2011.397.407 2339240:F8TGE25F 2405685:GM2EKPBV
Keywords: ⚠️ Invalid DOI

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Nuttaya, Iam-Khong; Surachai, Suksakulchai
KerkoCite.ItemAlsoKnownAs: 2339240:TPFVCW7E 2405685:W85K48NB

Why we started R4D’s evaluation & adaptive learning practice - Arkedis, Jean (Results for Development, 2019)
R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.
KerkoCite.ItemAlsoKnownAs: 2339240:IWF249BR 2405685:ACUDTN33

Why wait 100 Years? Bridging the gap in global education - Winthrop, Rebecca; McGiveney, Eileen (The Brookings Institution, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:QT7J4YGC 2405685:VHKBJ973
Keywords: ⛔ No DOI found

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
ZenodoArchiveID: 5534235 previousDOI: 10.5281/zenodo.4314923 previousDOI: 10.5281/zenodo.4768580 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314923 10.5281/zenodo.4768580 10.53832/edtechhub.0046 2339240:XFMP94YR 2405685:2RMKAHXF 2405685:TLNPJ4IA 2405685:ZNQYTUVV
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Why the Lean Start-Up Changes Everything - Blank, Steve (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:H5DTADYK 2405685:7WJEFDW3

Why the COVID Crisis Is Not EdTech’s Moment In Africa [repost] - CrawFurd, Lee (Open Development & Education, 2020)
With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2339240:HPBQVQHE 2405685:DKQNMNM9 2405685:YRLJ3A6U

Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707833 2405685:2AW76Y8P
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why people use and don’t use technologies: Introduction to the special issue on assistive technologies for cognition/cognitive support technologies - Scherer, Marcia J.; Federici, Stefano (NeuroRehabilitation, 2015)
This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies
Publisher: IOS Press KerkoCite.ItemAlsoKnownAs: 10.3233/NRE-151264 2339240:RXAAUBQE 2405685:AKMUZPJ4
Keywords: Assistive technology devices; Matching Person and Technology Model; abandonment; assistive technology services; brain injury; cognitive support technologies; nonuse

Why is School-based Management (SBM) in Cambodia? - Bo, Chankoulika (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3666J784 2405685:ELI6T2YQ

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

Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men - Jamal, Aamir (SAGE Open, 2016)
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2158244016663798 2339240:HP4SWVLE 2405685:S943ZV3C

Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews - White, Howard; Waddington, Hugh (Journal of Development Effectiveness, 2012)
Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.
shortDOI: 10/gf3t4g KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711343 10/gf3t4g 2339240:9ZS4VDFU 2405685:REZFBZQW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; CLL:en; Reviewed; impact evaluation; publicImportV1; systematic reviews

Why COVID-19 is an EdTech opportunity for Latin America - Mitchell (World Economic Forum, 2020)
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.
KerkoCite.ItemAlsoKnownAs: 2339240:TXI22394 2405685:F3H5ND3U

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

Why are Boys Leaving Lower Secondary School in Cambodia? - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FCV9MW9K 2405685:2V497KTT

Whose Reality Counts?: Putting the first last - Chambers, Robert (Practical Action Publishing, 1999)
In this sequel to Rural Development: Putting the last first Robert Chambers argues that central issues in development have been overlooked, and that many past errors have flowed from domination by those with power. Through analysing experience - of past mistakes and myths, and of the continuing methodological revolution of PRA (participatory rural appraisal) - the author points towards solutions. In many countries, urban and rural people alike have shown an astonishing ability to express and analyse their local, complex and diverse realities which are often at odds with the top-down realities imposed by professionals. The author argues that personal, professional and institutional change is essential if the realities of the poor are to receive greater recognition. Whose Reality Counts? presents a radical challenge to all concerned with development, whether practitioners, researchers or policy-makers, in all organizations and disciplines, and at all levels from fieldworkers to the heads of agencies.This is a thought-provoking book and it would interest all those concerned with the realities of the poor in the developing world.

Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022 - Alliance for Digital India Foundation (2022)
If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data.
KerkoCite.ItemAlsoKnownAs: 2339240:GPMLRWK3 2405685:IV47IUJD

Who's Wired and Who's Not: Children's Access to and Use of Computer Technology - Becker, Henry (The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation, 2000)
As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.
KerkoCite.ItemAlsoKnownAs: 10.2307/1602689 2339240:HUG6LAQF 2405685:WE485ZZB

Who’s teaching math to our most needy students? A descriptive study - Rosas, Clarissa; Campbell, Lisa (Teacher Education and Special Education, 2010)
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0888406409357537 2339240:7V955V2Q 2405685:YHKAEKGD
Keywords: math; special education; standardized tests; teacher’s perception

Who is responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis - Wagner, Nicole; Hassanein, Khaled; Head, Milena (2008)
zotzenLib.CopiedFrom: 2339240:P7FRB8GG KerkoCite.ItemAlsoKnownAs: 2339240:P7FRB8GG 2405685:IFHE4TQT
Keywords: ⚠️ Invalid DOI

Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris; Adam, Taskeen; Allier-Gagneur, Zoé (Open Development & Education, 2020)
Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:T6Q8K4IR KerkoCite.ItemAlsoKnownAs: 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV
Keywords: _yl:x; dode_eth-src-dode; dode_eth-trf2-dode

WHO Coronavirus Disease (COVID-19) Dashboard - World Health Organization (2020)
World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.
KerkoCite.ItemAlsoKnownAs: 2339240:AK68MLWQ 2405685:6QNMRVFV

Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? - Ilie, Sonia; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2018)
Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2017.1347870 2339240:KQ8HNB2E 2405685:ZDDL4CR3

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.
KerkoCite.ItemAlsoKnownAs: 2339240:9NVFP28L 2405685:34B2RLED

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

White paper Online proctoring. Questions and answers about remote proctoring. | SURF.nl - SURF (SURF, 2020)
Online proctoring (or invigilation) offers opportunities for international and flexible education.
KerkoCite.ItemAlsoKnownAs: 2339240:VS3SPUUD 2405685:S74MUBA2

White Paper on Privacy and Data Protection - Khaitan and Co (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LKB63AC3 2405685:G9DXNY88

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:V4SP3RKS 2405685:GXPBN6L8 2405685:WZCNCBLM 2405685:XJ326CKU

Where is the “theory” within the field of educational technology research? - Hew, Khe Foon; Lan, Min; Tang, Ying; Jia, Chengyuan; Lo, Chung Kwan (British Journal of Educational Technology, 2019)
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).
shortDOI: 10/ggfwht KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12770 10/ggfwht 2339240:CK56VJL5 2339240:UB5ENBCI 2405685:WFXYS36Q 2405685:Z25HD3K7

Where is EdTech working? Leveraging data for better EdTech policies - Marin, Sergio Venegas; Cobo, Cristobal; Cloutier, Marie-Helene; Lambert-Porter, Emma (Where is EdTech working? Leveraging data for better EdTech policies, 2021)
The COVID-19 pandemic has disrupted schooling for over 1.6 billion students worldwide. Many education systems fell short of their goal to ensure the continuity of learning due to the digital divide that kept many without access to any kind of remote learning opportunity.
KerkoCite.ItemAlsoKnownAs: 2339240:ERJ4KFAX 2405685:463WE282

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

Where are we on education recovery? Taking the global pulse of a RAPID response - UNESCO; UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5HD4DYPE 2405685:3KSVN8EK

Where Are We on Education Recovery? - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RZ8I4BEK 2405685:I72X2FSZ

‘When Will You Start Teaching the REAL Curriculum?’ - Karim, Azmina; Hussain, Faheem (Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D, 2019)
This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in their camps. Absence of coherent curriculum, challenges with language, lack of qualified teachers, and non-acceptance of ICTs as primary education tools for children are identified as some of the key challenges faced by Rohingyas. Based on our research, we recommend that enabling policies and an inclusive hybrid knowledge network, emboldened by pre and in-service teacher training, inclusive religious education, standardized curriculum, and tangible employment opportunities can pave the path for a better and an educated future for the persecuted Rohingyas.
shortDOI: 10/ggtbq5 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-18400-1_55 10/ggtbq5 2339240:6N8GWXWK 2405685:4FDS64G6
Keywords: Google Scholar/ "refugee education" ICT; RER theme_durable solutions

When we share, everyone wins - Creative Commons (Creative Commons)
Open Access matters—especially during a global health emergency. The race to find a vaccine for COVID-19 exemplifies why rapid and unrestricted access to scientific research and educational materials is so vital. CC’s Response to COVID-19
Library Catalog: creativecommons.org KerkoCite.ItemAlsoKnownAs: 2339240:CT29AAMC 2405685:ZW73UH5D

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (EdTechHub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6412386 2405685:BPUZD5T5
Keywords: _r:AddedByZotZen

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
In Sierra Leone, the availability of facilities such as electricity and water strongly influences the preferences of some teachers. Here, we found that several teachers wanted to relocate to areas where they could access better working conditions, more transportation options, and a wider range of things to do in their free time.
KerkoCite.ItemAlsoKnownAs: 2339240:YGGYBFB6 2405685:EZZ3QXCT 4656463:W4SE8RSY

When Mother-tongue Education is not Preferred - Gupta, Anthea Fraser (Journal of Multilingual and Multicultural Development, 1997)
In some language situations primary education in the mother tongue may not be desirable. A number of factors may militate against education in the mother tongue: (1) difficulty in determining the mother tongue. This is especially a problem in multilingual settings where children grow up with multiple mother tongues; (2) definition of 'a language'. Mother tongues may be deemed to be the standard variety; and (3) social and ethnic divisiveness of mother tongue education. In multilingual settings the maintenance of social cohesiveness may be of more importance than the benefitof mother-tongue education.Where patterns of language use are linked to social class, mother-tongue education could further diminish access to power structures by underprivileged groups. Ideological issues can be resolved only in the context of the particular social and political situation. There is no general rule that primary education should be in the mother tongue.
Publisher: Routledge _eprint: https://doi.org/10.1080/01434639708666337 KerkoCite.ItemAlsoKnownAs: 10.1080/01434639708666337 2405685:UFXH7RGS 4042040:5KIPFIPU

When does ICT support education in South Africa? The importance of teachers' capabilities and the relevance of language - Gudmundsdottir, G. B. (Information Technology for Development, 2010)
The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.
Publisher: Routledge _eprint: https://doi.org/10.1080/02681102.2010.498409 KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.498409 2405685:U9M2N3BV 4042040:YQYVKVPN
Keywords: ICT integration; digital divide; disadvantaged learners; language of teaching and learning; teacher training

When disadvantages don’t add up: On gender, ethnicity and education - Tas, Emcet O.; Reimao, Maria (World Bank Blogs, 2014)
We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:M88XD3FX

When cost-effective interventions are unaffordable: Integrating cost-effectiveness and budget impact in priority setting for global health programs - Bilinski, Alyssa; Neumann, Peter; Cohen, Joshua; Thorat, Teja; McDaniel, Katherine; Salomon, Joshua A. (PLOS Medicine, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1002397 2339240:DPDBP8UV 2405685:G3W2NWX3

WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa - Mabaso, Nkosinomusa; Meda, Lawrence (Proceedings of Teaching and Education Conferences, 2019)
All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.
Issue: 8410560 KerkoCite.ItemAlsoKnownAs: 10.20472/TEC.2019.007.009 2339240:GPXY25VR 2405685:9J2PHTPS 2534378:37UHHTGP 2534378:H6RM7XJ8
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425972; __finaldtb

WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa - Mabaso, Nkosinomusa; Meda, Lawrence (Proceedings of the 7th Teaching & Education Conference, London, 2019)
Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London
KerkoCite.ItemAlsoKnownAs: 2339240:CTUPKLXW 2405685:DMAXXRDD
Keywords: ⛔ No DOI found

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 2339240:R7L9J4C3 2405685:HSIJJWM4

WhatsApp-Assisted Learning for Refugees. End of Sandbox Sprint 3 - Boujikian, Michèle; Carter, Alice; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (EPPI: Centre, Social Science Research Unit, Institute of Education, University of London., 2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 2405685:RVQVA5PM 4556019:9LQMSXJ4
Keywords: potential solutions; ⛔ No DOI found

What works? The case of inclusive education | Unesco IIEP Learning Portal - Singal, Nidhi (2018)
The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality.
Library Catalog: learningportal.iiep.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:FHDY4ZTC 2405685:IJ7WBNAN IJ7WBNAN

What works now? : evidence-informed policy and practice - Boaz, Annette; Davies, Huw; Fraser, Alec; Nutley, Sandra (Policy Press, 2019)
Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future.
KerkoCite.ItemAlsoKnownAs: 2339240:2S6VILZT 2405685:8BD4NMZZ

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, G. B.; Winthrop, Rebecca; Kwauk, Christina (Brookings Institution Press; JSTOR, 2016)
Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls' education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women's empowerment What Works in Girls' Education is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls' education.
KerkoCite.ItemAlsoKnownAs: 2405685:BL725JDJ 2534379:7N6L5FU4
Keywords: ___working_potential_duplicate

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, Gene B; Winthrop, Rebecca (Brookings, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KUMJG28Y 2405685:CEY8QISY 2405685:R57EPJVH
Keywords: ___working_potential_duplicate; ⛔ No DOI found

What Works in Girls' Education: Evidence for the World's Best Investment - Sperling, Gene B; Winthrop, Rebecca (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EC6FU7J3 2405685:GPHF8G9P
Keywords: ___working_potential_duplicate

What works best in education: The politics of collaborative expertise - Hattie, John (British Columbia Teachers' Federation, 2015)
EdTechHub.ItemAlsoKnownAs:2405685:J6IMU5KZ

What we’re learning about how organisations select ICT tools - Walker, Tim (Making All Voices Count, 2016)
Engine room is working on a framework to help organisations select the appropriate information and technology tools (ICT) for their governance projects.
KerkoCite.ItemAlsoKnownAs: 2339240:SWX93TFQ 2405685:GCQ25H4S 4656463:DKUGM8RH

What we learnt in the Sandbox between onebillion, VSO Malawi and EdTech Hub (Sprint Review Draft) - Dinham, Nat; Plaut, Daniel; Rahman, Asad; Schmit, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959811 2405685:M78SQRBW
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls | The World Bank Economic Review | Oxford Academic - Evans, David K; Yuan, Fei (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3XU4UDJ3 2405685:WP56IE2H

What we know about the gender digital divide for girls: A literature review - Tyers-Chowdhury, Alexandra; Binder, Gerda (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I6PWKQXN 2405685:YXQRTSSA

What we have learnt from designing and implementing tablet-based learning across the world (EdTech Hub, 2020)
Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707870 2405685:YJ2GWVMA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What We Do - Curious Learning (Curious Learning, 2020)
Library Catalog: www.curiouslearning.org KerkoCite.ItemAlsoKnownAs: 2339240:UGX3SC9A 2405685:ZE6R7MS9 4803016:MUTMGXEM

What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? - Mazari, Haani (EdTech Hub, 2022)
Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:2LUSU3T7 2405685:CN4WCIB5

What the best college teachers do - Bain, Ken (Harvard University Press, 2004)
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential.
KerkoCite.ItemAlsoKnownAs: 2339240:FY2SQ77F 2405685:3MLXZDRQ

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (Education Development Trust, 2020)
ZenodoArchiveID: 4705909 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705909 2339240:7ZRTPCRD 2339240:QN533HVR 2339240:SU542298 2405685:2HZ9V7IF 2405685:4CKXCNC2 2405685:9JB5M3HI 2405685:BAEUEWI9 2405685:CY5UL3B9 2405685:E3GHWHIZ 2405685:WXF7VILV
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate
KerkoCite.ItemAlsoKnownAs: 2405685:DHVP4GG6 2405685:G2X3KSNH
Keywords: ⛔ No DOI found

What's the difference between asynchronous and synchronous learning? - Scheiderer, Juliana (Ohio State Online, 2020)
How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning.
KerkoCite.ItemAlsoKnownAs: 2339240:VVHDQKWA 2405685:6I4KIXF3

What’s most broken? A tool to assist data-driven iterative improvement of an intelligent tutoring system - Goswami, Mononito; Mian, Shiven; Mostow, Jack (Proceedings of the AAAI Conference on Artificial Intelligence, 2019)
Number: 01 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019941 2339240:3SW7MPDM 2405685:YURLY5VP

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K; Popova, Anna (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
shortDOI: 10/ggc47g KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2339240:3QGANTA4 2339240:DCJR436S 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:G3595KWV 2405685:UHYRM2R9
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; ___working_potential_duplicate; _proposed-for: Scoping review; ❓ Multiple DOI

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
shortDOI: 10/f9gf8q KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 10/f9gf8q 2339240:WFIJNIC4 2405685:5ZQE8AUE 2405685:QIM4VXJD 2486141:NXFPSM63
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

What Really Works to Improve Learning in Developing Countries?: An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
Accepted: 2018-02-02T19:38:07Z Place: Washington, DC Publisher: World Bank KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2339240:XHH9MR2V 2405685:VNUUVGSU 4656463:EAE8E8C8
Keywords: Education; Human Capital; Impact Evaluation; Student Learning

What public media reveals about MOOCs: A systematic analysis of news reports - Kovanović, Vitomir; Joksimović, Srećko; Gašević, Dragan; Siemens, George; Hatala, Marek (British Journal of Educational Technology, 2015)
One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014.
shortDOI: 10/f7d7r2 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12277 10/f7d7r2 2339240:4ZXLTE27 2339240:KG6GUHWW 2405685:LXEQ2JCJ
Keywords: Reviewed

What professional development makes the most difference to teachers? - Walter, Catherine; Briggs, Jessica (University of Oxford Department of Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:6FD437X4 2405685:RS5JRWCB

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2339240:5JUXJ5N6 2339240:F43SL362 2405685:8GN4RWMR 2405685:Q8366KLT 2405685:XNBZSCS7
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

What Matters Most for Education Management Information Systems: A Framework Paper - Abdul-Hamid, Husein (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:2Y2DWADG 2339240:5LA79R5Z 2339240:EZKRKLTS 2339240:F9REFA7S 2339240:M9MLNKW5 2339240:QWFNRS65 2339240:ULVY9AQR 2405685:9VTR62BA 2405685:BZZR4UPE 2405685:CDIF7BWM 2405685:F2H3C785 2405685:KVCFX5IC 2405685:TIVM2VGM 2405685:Z29BM6ES 4656463:5T27DWL5
Keywords: Academic Assessments; Access to Data; Access to Education; Access to Information; Adult Education; Annual School Census; Application Programming; Assessment Framework; Average Teacher Salaries; Basic Education; Basic Education Statistics; Best Practice; Business Intelligence; Care Providers; Class Sizes; Classroom; Classroom Learning; Classrooms; Client Countries; Communication Technology; Communications Technologies; Communications Technology; Completion Rates; Continuing Education; Curriculum; Data Analysis; Data Collection; Data Coverage; Data Gathering; Data Providers; Data Sharing; Data Sources; Data Systems; Data Warehouse; Decision Makers; Decision Making; Decision-Making; Demand for Education; Domain; Domains; Early Childhood; Early Childhood Development; Early Childhood Education; Educated Population; Education Budget; Education Data; Education Development; Education Institutions; Education Management; Education Management Systems; Education Outcomes; Education Planning; Education Policies; Education Policy; Education Providers; Education Services; Education Statistics; Education Strategy; Education System; Education Systems; Education Targets; Education Teachers; Education for All; Educational Development; Educational Expenditures; Educational Inputs; Educational Outcomes; Educational Planning; Educational Processes; Educational Quality; Educational Sciences; Educators; Enabling Environment; Enrollment Data; Enrollment Levels; Enrollment Rates; Enrollment Statistics; Equitable Education; Expert Opinion; Female Teachers; Financial Performance; Formal Education; Functionalities; Functionality; Gender Equality; Gender Equity; Gender Parity; Gender Parity Index; Girls; Global Education; Gross Enrollment; Gross Enrollment Ratio; High Quality Education; Human Resources; Improvement of Education; Information Gaps; Information System; Information Systems; Information Technology; Innovation

What makes the difference? A practical analysis of research on the effectiveness of distance education - Zhao, Yong; Lei, Jing; Yan, Bo; Tan, Sophia; Zhao, Yong (2005)
KerkoCite.ItemAlsoKnownAs: 2405685:JMMKDC2T

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

What makes a good classroom? New UIS data on school conditions - UNESCO (UNESCO, 2019)
New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at?
KerkoCite.ItemAlsoKnownAs: 2339240:4DRK8RBZ 2405685:PT5I7FT5

What ‘learning loss’ really means - The Washington Post - Strauss, Valerie (the Washington Post, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5DSLK69D 2405685:EFD7J6UK

What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada - Hill, Cher; Rosehart, Paula; St. Helene, Janice; Sadhra, Sarine (Journal of Education for Teaching, 2020)
Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, ‘being apart together,’ engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children?.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1797439 2405685:XBARI5ZY
Keywords: Pandemic pedagogies; anti-racism and equity; decolonising education; trauma-sensitive teaching; wholistic teaching and learning

What Is Universal Design for Learning (UDL)? - Morin, Amanda (Understood, 2020)
Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.
KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T

What is Twaweza? - Twaweza (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CQSPERCD

What is the systems approach? - Chen, Gordon KC (Interfaces, 1975)
Publisher: INFORMS KerkoCite.ItemAlsoKnownAs: 10.1287/inte.6.1.32 2339240:356N85EF 2405685:5J24EWCJ
Keywords: __C:scheme:1

What is the Matthew Effect on Khan Academy in India? - ICTworks (2016)
Library Catalog: www.ictworks.org KerkoCite.ItemAlsoKnownAs: 2405685:BAPUUJY9