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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

General equilibrium effects of (improving) public employment programs: experimental evidence from India - Muralidharan, Karthik; Niehaus, Paul; Sukhtankar, Sandip (National Bureau of Economic Research, 2017)
Public employment programs may aﬀect poverty both directly through the income they provide and indirectly through general-equilibrium eﬀects. We estimate both eﬀects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneﬁciary households’ earnings by 14%, and reduced poverty by 26%. Importantly, 86%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reﬂect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can eﬀectively reduce poverty in developing countries, and may also improve economic eﬃciency.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w23838 2339240:BNCZ6C53 2405685:ITLTCPKW

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

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

Aspirations and the Role of Social Protection: Evidence from a Natural Disaster in Rural Pakistan - Kosec, Katrina; Mo, Cecilia Hyunjung (World Development, 2017)
Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.03.039 2339240:XUQV5LX6 2405685:IKVKTLYP
Keywords: Pakistan; South Asia; climate change; political economy of development; political psychology; state capacity

ECT 300 Educational Technology: What are some of the limitations of using live radio broadcasts in teaching? - Nasib, Tim (somi, 2017)
CHAPTER 6 EDUCATIONAL BROADCASTING 6a v).Analyze some of the limitations of using live radio broadcasts in teaching. 6.7 Limitations of live radio broadcasts. As mentioned earlier in this unit eve…
KerkoCite.ItemAlsoKnownAs: 2339240:6RA74DQL 2405685:8XUHDLTI

Spatial models for the rational allocation of routinely distributed bed nets to public health facilities in Western Kenya - Macharia, Peter M.; Odera, Patroba A.; Snow, Robert W.; Noor, Abdisalan M. (Malaria Journal, 2017)
In high to moderate malaria transmission areas of Kenya, long-lasting insecticidal nets (LLINs) are provided free of charge to pregnant women and infants during routine antenatal care (ANC) and immunization respectively. Quantities of LLINs distributed to clinics are quantified based on a combination of monthly consumption data and population size of target counties. However, this approach has been shown to lead to stock-outs in targeted clinics. In this study, a novel LLINs need quantification approach for clinics in the routine distribution system was developed. The estimated need was then compared to the actual allocation to identify potential areas of LLIN over- or under-allocation in the high malaria transmission areas of Western Kenya.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12936-017-2009-3 2405685:VQJ4C4KI 4042040:FC3UL7UT
Keywords: ANC utilization; Equity; LLINs allocation; Spatial modelling

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2339240:EF8DNMCK 2405685:B5B67FPC 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

Assessing Research-Practice Partnerships - Henrick, Erin C; Cobb, Paul; Penuel, William R; Jackson, Kara; Clark, Tiffany (William T. Grant Foundation., 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:GAHU8QH9 2405685:6VXW2NF4

Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability - Kabia, Francis; Tarawally, Umaru (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:BI8HMKXI

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
shortDOI: 10/gdg6vq KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2317526:EE2A296A 2339240:6B5Z24QU 2405685:J9DCDD5D 2405685:M3M5DWUL UA-98bfbd4a-6e50-4502-8310-d5fef7363a11
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; NOTdocs.opendeved.net; publicImportV1

Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Dowd, Amy Jo; Pisani, Lauren; Borisova, Ivelina (Early Childhood Research Quarterly, 2017)
The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2017.05.001 2339240:PIGF2J6S 2405685:LC8IVTXX
Keywords: Ethiopia; Factor analysis; Measurement invariance; School readiness; Sub-Saharan Africa

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

To take learning seriously, start by measuring it - World Bank (World Development Report 2018: Learning to Realize Education's Promise, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1_ch4 2339240:N5G79GAT 2405685:SAHW4P7Y

100 Women: 'We can't teach girls of the future with books of the past' - Perasso, Valeria (BBC News, 2017)
Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world.
KerkoCite.ItemAlsoKnownAs: 2339240:HUV4BCCS 2405685:3U8HFCSX

Pakistan uses regulations to tighten grip on INGOs - Naviwala, Nadia (Devex, 2017)
Byzantine and ambiguous legal processes, unclear regulations, and ad hoc security requirements hinder the work of international NGOs in a country where distrust of foreign funded entities runs deep.
Library Catalog: www.devex.com KerkoCite.ItemAlsoKnownAs: 2339240:RFGC2V3G 2339240:TYIXPY6G 2405685:FRPKQQMK 2405685:GTMWCHG8 2405685:MFMQR92F
Keywords: ___working_potential_duplicate

A Survey of ICT Capacity in Ghana's Public Colleges of Education (Transforming Teacher Education and Learning, 2017)
The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.
EdTechHub.Source: 2129771:CIHUHSF9 shortDOI: 10/ghgk6g KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930827 10/ghgk6g 2129771:CIHUHSF9 2405685:SX3J7SP9
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode

EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives - Karim, Abdul; Mohamed, Abdul Rashid; Prof., School of Educational Studies, Universiti Sains Malaysia, Malaysia, richsesusm@gmail.com; Rahman, Mohammad Mosiur; Graduate Research Student, School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia, mosiurbhai@gmail.com (International Journal of Instruction, 2017)
English in Action (EIA) is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers’ classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in real life. No study has been conducted that compares and contrasts the components of mobile learning in general and the components EIA is using. This study, particularly, drew a comparative analysis between the mobile learning and EIA initiated mobile learning to reveal the extent it matched or mismatched to the components of mobile learning. It also scrutinized teachers’ behavior in the classroom after participating in EIA. It also penetrated to find the contents to be reviewed. Qualitative method was used to conduct this study. The result revealed that the components of EIA match to the mobile learning ones to the extent that EIA entails those suiting the context. Few elements were seemed absent as they are less suitable in such context. Besides, teachers were found bringing changes in their classrooms. The introduction of action research and reflective teaching were suggested to add to EIA’s program.
KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2017.1044a 10/gj37f6 2339240:48HM2XCX 2405685:U36LAV2R

Fighting Illiteracy in the Arab World - Abu Hammud, Muwafaq; Jarrar, Amani G. (International Education Studies, 2017)
Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.
shortDOI: 10/gg26fn KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v10n11p116 10/gg26fn 2339240:6HP8TMD3 2405685:L2QQYYW6 4803016:2YRYFQEE

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference - Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir (Education and Information Technologies, 2017)
This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9622-1 2339240:8MNNLVNL 2405685:629DUKTV

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FSQFJ72I

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs.
Publisher: Routledge _eprint: https://doi.org/10.1080/14623943.2017.1361921 KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2339240:UPNEHQVJ 2405685:8CQU3AHD
Keywords: Reflective practice; Vietnam; critical reflection; professional learning; teacher professional development; vide-flection

20 innovative edtech projects from around the world - Trucano, Mike (World Bank Blogs, 2017)
Also available in: Español | Français what did I miss? For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:RFEH3I9Z 2405685:DRDBILAR 2405685:LQIXHMGY

Open data in developing economies: Toward building an evidence base on what works and how - Verhulst, Stefaan; Young, Andrew (African Minds, 2017)
In essence, the book seeks to answer the following key questions: • What makes open data uniquely relevant to developing economies? • How can the impact of open data in developing economies be captured and evidence be developed? • How can open data be leveraged as a new asset for development?
KerkoCite.ItemAlsoKnownAs: 2339240:ZL77F34U 2405685:SDFDCJHD
Keywords: Andrew Young; Open Data in Developing Economies: Toward Building an Evidence Base on What Works and How; SSRN; Stefaan Verhulst

Internet access and education: key considerations for policy makers - Internet Society (2017)
The Internet has immense potential to improve the quality of education, which is one of the pillars of sustainable development. This Internet Society briefing outlines ways in which policymakers can unlock that potential through an enabling framework for access to the Internet. It sets out five priorities for policymakers: infrastructure and access, vision and policy, inclusion, capacity, and content and devices. Together these represent key considerations for unlocking access to the Internet in support of education.
KerkoCite.ItemAlsoKnownAs: 2339240:HCLYMDEI 2405685:TY6YHILD

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
KerkoCite.ItemAlsoKnownAs: 2405685:AALGLPHJ 2405685:JG7HH32A
Keywords: C: Democratic Republic of Congo

CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials - Welch, Vivian A.; Norheim, Ole F.; Jull, Janet; Cookson, Richard; Sommerfelt, Halvor; Tugwell, Peter; Symposium, CONSORT-Equity and Boston Equity (BMJ, 2017)
We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.j5085 10/ggcjsx 2339240:G5NEM4NZ 2405685:AXTB8AA8
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:India IND; _C:Madagascar MDG; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:Pakistan PAK; _C:Thailand THA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

How (Not) to Fix Problems that Matter: Assessing and Responding to Malawi's History of Institutional Reform - Bridges, Kate; Woolcock, Michael (World Bank, 2017)
Malawi can be understood as a microcosm of institutional reform approaches in developing countries more broadly. A common feature of such approaches, whether implemented by government or donors, is reform initiatives that yield institutions that "look like" those found in higher-performing countries but rarely acquire the same underlying functionality. This paper presents a retrospective analysis of previous institutional reform projects in Malawi, as well as interviews with Malawi-based development practitioners. The paper finds a plethora of interventions that, merely by virtue of appearing to be in conformity with "best practices" elsewhere, are deemed to be successful yet fail to fix underlying problems, sometimes in contradiction to internal and public narratives of positive progress. This unhappy arrangement endures because a multitude of imperatives, incentives, and norms appear to keep governments and donors from more closely examining why such intense, earnest, and long-standing efforts at reform have, to date, yielded so few successes. This paper seeks to promote a shift in approach to institutional reform, offering some practical recommendations for reform-minded managers, project teams, and political leaders in which the focus is placed on crafting solutions to problems that Malawians themselves nominate, prioritize, and enact.
Accepted: 2017-12-29T15:36:13Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8289 2339240:5IPEVBSQ 2405685:AT78SWY3 4656463:P3GHJI3Y
Keywords: Capacity Building; Civil Service; Development Effectiveness; Governance; Institutions; Legitimacy; Public Administration; Public Sector; Reform

Endline Evaluation Report Step Change Window - Coffey International (Coffey International Development LTD, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:PCGTYYT9 2534379:PTFM2Z5J

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=126003617&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2405685:BC5IPJP7 2534378:8GYBJJ8Z 2534378:R2HCJDDM
Keywords: ADULTS; AUDIOVISUAL aids in education; AUDIOVISUAL materials; CRITICAL thinking studies; DATA analysis software; DESCRIPTIVE statistics; EDUCATION; FOCUS groups; INTERVIEWING; PROFESSIONAL education; PROFESSIONAL employee training; REFLECTION (Philosophy); RESEARCH funding; Reflective practice; SCHOOL administrators; TEACHER training; TEACHING; THEMATIC analysis; VIETNAM; Vietnam; __:import:01; __:match:final; __:matched; __:study_id:2099873; __finaldtb; critical reflection; professional learning; teacher professional development; vide-flection

Books or laptops? The effect of shifting from printed to digital delivery of educational content on learning - Bando, Rosangela; Gallego, Francisco; Gertler, Paul; Fonseca, Dario Romero (Economics of Education Review, 2017)
Information and communication technologies can be used for educational purposes, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras. We show that at the end of one school year, we fail to reject that there were no differences between laptop and textbook provision on mathematics and Spanish test scores and in non-academic outcomes related to coding and verbal fluency.
shortDOI: 10/gct74h KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2017.07.005 10/gct74h 2405685:F56XXH53
Keywords: Computers; E-learning; Education; RCT; Technology; Textbooks

Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources - Dryden-Peterson, Sarah; Dahya, Negin; Adelman, Elizabeth (American Educational Research Journal, 2017)
This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region.
Publisher: American Educational Research Association shortDOI: 10/ggjrsj KerkoCite.ItemAlsoKnownAs: 10.3102/0002831217714321 10/ggjrsj 2339240:8ABCDXEX 2405685:V8STHZKK
Keywords: Google Scholar/ refugee education technology; RER theme_pedagogies and modalities

Thematic Analysis: Striving to Meet the Trustworthiness Criteria - Nowell, Lorelli S.; Norris, Jill M.; White, Deborah E.; Moules, Nancy J. (International Journal of Qualitative Methods, 2017)
As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis.
shortDOI: 10/gfzk5k KerkoCite.ItemAlsoKnownAs: 10.1177/1609406917733847 10/gfzk5k 2339240:MA82VRXM 2405685:N7WTRMQI

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

Localization & Translation Are Not The Same - But What's The Difference? - Clear words translations (Clear Words Translations, 2017)
If you're wondering what the difference is between localization and translation, check out this article before you start going global.
Library Catalog: clearwordstranslations.com EdTechHub.ItemAlsoKnownAs: 2405685:ZTFVGY6P

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using ICT, 2017)
Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:AM3KBAP6 2405685:UKTDQWEN
Keywords: ⛔ No DOI found

FTTX to be distributed by three companies: Ogero head (The Daily Star Lebanon, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WH3PAJH6 2405685:9ZFKDXMZ

Kenya National Examination Council (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LVGWP5NJ

Making Ghanaian Girls Great (Varkey Foundation, 2018)
The MGCubed Project uses solar-powered and satellite-enabled distance learning infrastructure to deliver interactive learning sessions to students, teachers, communities and government officials.
Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:6EV93QSQ

Train for Tomorrow, Ghana (Varkey Foundation, 2018)
Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region .
Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:WEE8R6DP

Mobile Learning Lab Evaluation & Analysis - 60 Million Girls (60 million girls, 2018)
Library Catalog: 60millionsdefilles.org EdTechHub.ItemAlsoKnownAs: 2405685:ZPG2W382

Operational research on the use of mobile school report card (mSRC) as a management tool - Abdulai, Abdul-Gafaru; Nunyonameh, Collins; Salifu, Adam (Ghana Education Service/UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YJTTAR43 2405685:MK9QD2G2

Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. - Adeniji, Saidat Morenike; Ameen, Saka Khadijat; Dambatta, B. U.; Orilonise, Razak (International Journal of Instruction, 2018)
shortDOI: 10/ggjhrp KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2018.11460a 10/ggjhrp 2339240:ZESAHQG5 2405685:EBLXIR5N

Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan - Afridi, Momina (Oxfam, 2018)
KerkoCite.ItemAlsoKnownAs: 10.21201/2018.3002 2339240:FY65CE3A 2405685:SWSUISKU

Classification of HEC Recognized Journals - Ahmad, Aftab (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9KQRKAKK 2405685:XUW9GZ98

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:CBV2XIFH

Revealing Stereotypes: Evidence from Immigrants in Schools - Alesina, Alberto; Carlena, Michaela; La Ferrara, Eliana; Pinotti, Paolo (2018)
If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...
KerkoCite.ItemAlsoKnownAs: 2339240:7MPLNPV9 2405685:CVFUTRBR

E-learning critical success factors: Comparing perspectives from academic staff and students - Alhabeeb, Abdullah; Rowley, Jennifer (Computers & Education, 2018)
This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staﬀ and students. In particular, it contributes to the limited knowledge bases on the eﬀectiveness of e-learning in Saudi Arabia, and on the diﬀerences in perspectives of diﬀerent groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staﬀ and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important ﬁnding from this study is that the perspectives of students and academic staﬀ diﬀer, with there being nine factors for academic staﬀ and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.08.007 10/ggb9vb 2339240:C93AKSXB 2405685:DZ3WBTCE

All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge - All Children Reading (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WHDRK6YA 2405685:Y6AIHC5N

Skills-Building Programs to Reduce Child Marriage in Bangladesh: A Randomized Controlled Trial - Amin, S; Saha, J; Ahmed, J (Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300, 2018)
KerkoCite.ItemAlsoKnownAs: 10/gd96mw 2339240:KQXGLUE6 2405685:39W3RT7X

Nearly one-in-five teens can’t always finish their homework because of the digital divide - Anderson, Monica; Perrin, Andrew (Pew Research Center, 2018)
Some teens in America are more likely to face digital hurdles when trying to complete their homework.
KerkoCite.ItemAlsoKnownAs: 2339240:2FDBPKHB 2405685:KGJ7KCMN

Annual Status of Education Report (rural) 2018 - ASER Centre (Assessment Survey Evaluation Research (India), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:JNVC8NTE 2405685:4GRETSNN

Annual Development Plan 2019/20 - Azad Government of the State of Jammu & Kashmir (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WY99ANEK 2405685:HBIUHQNK

Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China - Bai, Yu; Tang, Bin; Wang, Boya; Auden, Emma; Mandell, Blake (Stanford University, 2018)
Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.
KerkoCite.ItemAlsoKnownAs: 2339240:ZLVS7CVZ 2405685:7L744UX5
Keywords: Quality: H; Relevance: M; ⛔ No DOI found

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.
Google-Books-ID: uI3gtAEACAAJ EdTechHub.Copy: 2129771:ZBKEAZHR KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2405685:RTNHA8JP 2486141:GRQZTIKQ

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (World Bank, 2018)
We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24.
shortDOI: 10/ghgngq KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8760 10.1596/31219 10/ghgngn 10/ghgngq 2339240:P9QQ2FKF 2405685:2TEE6A8C 2405685:BA7ISGH3
Keywords: ___working_potential_duplicate

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9

Integrating analyses in mixed methods research - Bazeley, Patricia (SAGE Publications Ltd., 2018)
Integrating Analyses for Mixed Methods Research goes beyond mixed methods research design and data collection, providing a pragmatic discussion of the challenges of effectively integrating data to facilitate a more comprehensive and rigorous level of analysis. Showcasing a range of strategies for integrating different sources and forms of data as well as different approaches in analysis, readers learn to plan, conduct, and disseminate complex analyses with confidence. Key techniques include: . Building an integrative framework . Analyzing sequential, complementary and comparative data . Identifying patterns and contrasts in linked data . Categorizing, counting, and blending mixed data . Managing dissonance and divergence . Transforming analysis into warranted assertions With clear steps that can be tailored to any project, this book is perfect for students and researchers undertaking their own mixed methods research.
KerkoCite.ItemAlsoKnownAs: 2339240:VQ9CBAJM 2405685:SWHQHA7X
Keywords: Methodology; Mixed methods research; Research; Social sciences

Indonesia got schooled: 15 years of rising enrolment and flat learning profiles - Beatty, Amanda; Berkhout, Emilie; Bima, Luhur; Coen, Thomas; Pradhan, Menno; Suryadarma, Daniel (Research on Improving Systems of Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:EQJ6EPPM 2405685:KRUEWZDW

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2405685:VFBZDQZ4 2534378:6EM4AA2V 2534378:EHPTTHWF
Keywords: ___working_potential_duplicate

Teacher Policies, Incentives, and Labor Markets in Chile, Colombia, and Perú: Implications for Equality - Bertoni, Eleonora; Elacqua, Gregory; Jaimovich, Analía; Rodríguez, Julio; Santos, Humberto (Inter-American Development Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001319 2339240:4RHG5HRJ 2405685:QUXD8IIV

Preparation and support for teachers in public schools: Reflections on the first year of teaching - Bowsher, A.; Sparks, D.; Hoyer, K.M. (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:TSCMK9TQ
Keywords: ⛔ No DOI found

The University Research System in Pakistan - British Council (2018)
With the support of the Higher Education Commission of Pakistan and the British Council, Knowledge Platform conducted in 2018 a seminal research project titled The University Research System
KerkoCite.ItemAlsoKnownAs: 2339240:FZNEBDL7 2405685:U6LB4RQA

Toward data-driven education systems: Insights into using information to measure results and manage change - Brookings (Brookings Institution, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NUJIHWHG 2405685:A7LND39E 4656463:I2U6Q6T4

Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment - Cano, Sandra; Alghazzawi, Daniyal M.; Arteaga, Jaime Muñoz; Fardoun, Habib M.; Collazos, César A.; Amador, Viviana Bustos (Universal Access in the Information Society, 2018)
Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10209-016-0520-x 2339240:UHUF6RAC 2405685:FBY7T8A3

Universal Design for Learning Guidelines version 2.2. - CAST (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:6XPC3WHH

Supporting home language reading through technology in rural South Africa - Castillo, Nathan M; Wagner, Daniel A (Journal Articles (Literacy.org), 2018)
This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.
KerkoCite.ItemAlsoKnownAs: 2405685:ERTXSBTT 4042040:AJUCZRX7
Keywords: ⛔ No DOI found

How behavior spreads: the science of complex contagions - Centola, Damon (Princeton University Press, 2018)
"A new, counterintuitive theory for how social networks influence the spread of behavior. New social movements, technologies, and public-health initiatives often struggle to take off, yet many diseases disperse rapidly without issue. Can the lessons learned from the viral diffusion of diseases be used to improve the spread of beneficial behaviors and innovations? In How Behavior Spreads, Damon Centola presents over a decade of original research examining how changes in societal behavior–in voting, health, technology, and finance–occur and the ways social networks can be used to influence how they propagate. Centola's startling findings show that the same conditions accelerating the viral expansion of an epidemic unexpectedly inhibit the spread of behaviors. While it is commonly believed that "weak ties"–long-distance connections linking acquaintances–lead to the quicker spread of behaviors, in fact the exact opposite holds true. Centola demonstrates how the most well-known, intuitive ideas about social networks have caused past diffusion efforts to fail, and how such efforts might succeed in the future. Pioneering the use of Web-based methods to understand how changes in people's social networks alter their behaviors, Centola illustrates the ways in which these insights can be applied to solve countless problems of organizational change, cultural evolution, and social innovation. His findings offer important lessons for public health workers, entrepreneurs, and activists looking to harness networks for social change.Practical and informative, How Behavior Spreads is a must-read for anyone interested in how the theory of social networks can transform our world"–Provided by publisher
OCLC: on1035756208 KerkoCite.ItemAlsoKnownAs: 2339240:848LEBT4 2405685:42X86VX5
Keywords: Human behavior

PDIA Toolkit: A DIY Approach to Solving Complex Problems - Centre for International Development (Harvard University, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:KEV55ST7

The Internal and External Validity of the Regression Discontinuity Design: A Meta-Analysis of 15 Within-Study Comparisons - Chaplin, Duncan D.; Cook, Thomas D.; Zurovac, Jelena; Coopersmith, Jared S.; Finucane, Mariel M.; Vollmer, Lauren N.; Morris, Rebecca E. (Journal of Policy Analysis and Management, 2018)
Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.22051 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.22051 2405685:WS7XADDG

Access and use of internet in teaching and learning at two selected teachers’ colleges in Tanzania - Chirwa, Mussa (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2%) of respondents used the Internet for academic purposes, 61.3% used it for searching news and 50% for communication, slightly more than a half (52%) of the respondents were using Internet for games and entertainments while only (43%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.
KerkoCite.ItemAlsoKnownAs: 2339240:JTNPEQLC 2405685:JRNKD45P
Keywords: ⛔ No DOI found

A framework for evaluating appropriateness of educational technology use in global development programs - CITE (Comprehensive Initiative on Technology Education) (Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UKY5W649 2405685:FSFHRK83

'Staggering' trade in fake degrees revealed - Clifton, Helen; Chapman, Matthew; Cox, Simon (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:IT5F2PZK 2405685:Y98LD7G9

Assessing the Impacts of Literacy Learning Games for Syrian Refugee Children: An executive overview of Antura and the Letters and Feed the Monster Impact Evaluations - Comings, J (Resource Centre, 2018)
Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:5LHG7PS3 2405685:FVNNLQD4
Keywords: RER theme_pedagogies and modalities

Evaluation of the Global Partnership for Education (GPE) – Literacy and Numeracy Education Support (LANES) program in Tanzania (2014–2018) - Connal, Criana; Strath, Annelie; Dihenga, Khalid (Global Partnership for Education (GPE), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7NCCCT65 2405685:ZQUC7ZNS

Policy Paper on Punjab Provincial Finance Commission (PFC) Award - CPDI (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:PWFFNEVU 2405685:U3BPCIUJ 4656463:JVRVIG8W 5055029:VFWN9VV3

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

A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment - Cui, Papan; Zheng, Lanqin (International Conference on Blended Learning, 2018)
shortDOI: 10/ghgn4n KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94505-7_18 10/ghgn4n 2405685:XDP92C9L

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:CUVUYU5E 2405685:YWY9KVI4

Toward data-driven education systems: Insights into using information to measure results and manage change - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NVMGTGNN 2405685:NAUJIU5T

Inequality as higher education goes online - Czerniewicz, Laura (Networked learning, 2018)
shortDOI: 10/ghgn5d KerkoCite.ItemAlsoKnownAs: 10/ghgn5d 2405685:CBPGKS9D

For children with disabilities in Nigeria, educational opportunities remain scant - Dark, Shayera (Devex, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:3VDV3IBS

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

How is E-Learning helping to combat Southeast Asia teacher shortage? - Debroy, Ananya (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:J76PGQSH 2405685:I9PG7LWZ

Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift - DeGraff, Michel; Stump, Glenda S. (Language, 2018)
Publisher: Linguistic Society of America KerkoCite.ItemAlsoKnownAs: 2405685:TBPSKJ55 4042040:FQ8JKR53

Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 - DevelopmentAid (DevelopmentAid, 2018)
Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.
KerkoCite.ItemAlsoKnownAs: 2339240:EL3GQSC6 2405685:3CR2GMFA

DFID Digital Strategy - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WHMH62EM 2405685:JXKSWHHT

DFID Education Policy: Get Children Learning - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:QWCG3Z4G 2339240:CH6NJBI5 2405685:EX3LGFKW 2405685:LZRSS3GU 2405685:WP53PKT3 2534378:9HQCM62H
Keywords: ___working_potential_duplicate

DFID Education policy: get children learning - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZIM7BYSJ 2405685:ZVNXCXRB

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KJJSGCBR 2405685:WQ3F6U6S

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:9PJP3ZYU

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.
KerkoCite.ItemAlsoKnownAs: 2339240:FCJF68RN 2405685:HQE8MXWS
Keywords: ⛔ No DOI found

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 2405685:PP65IURJ 4556019:EPP8DR5S

The effect of instructional material design process to mathematics teacher candidates' TPACK - Durusoy, Okan; Karamete, Aysen (European Journal of Education Studies, 2018)
It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1222082 2405685:Z8PNPHM8 2534378:R5TGHBGN 2534378:TVJIU5KV
Keywords: ERIC; Resources in Education (RIE); Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Material Development; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Scores; Technological Literacy; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096821; __finaldtb; _not_EdTechHub

Pakistan is home to the most frenetic education reforms in the world - Economist (The Economist, 2018)
Reformers are trying to make up for generations of neglect
KerkoCite.ItemAlsoKnownAs: 2339240:YEAF5JMF 2405685:XI9CLLJE

Collaborative learning - Education Endowment Foundation (2018)
Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.
KerkoCite.ItemAlsoKnownAs: 2405685:XZTVAWVE

Feedback - Education Endowment Foundation (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:BV4UWW34

Tanzania: A political-economy analysis - Eriksen, Stein Sundstøl (Norwegian Institute of International Affairs, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4U8585S9 2405685:KYTPDW4N

What is blockchain? - Euromoney Learning (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:X86I2N26 2405685:AAI5LF57

Revamping Higher Education Research in Pakistan - Faize, Fayyaz Ahmad; Khan, Adnan Sarwar; Kalim, Inayat (Policy Perspectives, 2018)
The world economy has shifted from export of natural resources to Knowledge-Based Economy (KBE) at present. The addition of hi-tech knowledge to finished products has provided impetus to many crippling economies. The role of higher education is very vital in realising this KBE. This is evident from the role that the US and European universities have assumed as business incubators and income generators through intensive industry-university liaison. However, the higher education institutes in Pakistan are still teaching-focussed. The need is to revamp higher education institutions by identifying the impediments in higher education research and exploring ways and means for improving it. The data for this study was collected from 655 faculty members selected from six universities through an open-ended questionnaire. For increasing reliability in the findings, a short semi-structured interview was conducted with 20 research experts. The questionnaire data was quantitatively analysed using percentages while the interviews were thematically analysed for drawing conclusions.
Publisher: Pluto Journals KerkoCite.ItemAlsoKnownAs: 10.13169/polipers.15.2.0085 10/ghzt9d 2339240:B93HYZ9R 2405685:7GNQGM5A

Gender responsive pedagogy: A toolkit for teachers and schools. 2nd ed. - FAWE (Forum for African Women Educationalists (FAWE)., 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H5QIUE3J 2405685:WMBZ8VMB

The learning circle experience: Findings from the P2PU participant survey - Fellows, Michelle (University of Washington Information School, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:9R6YAL7K

Baseline-Endline Report: Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances; Cruz, Charisse; Smith, Kristina; Commonwealth of Learning (COL) (British Columbia) (Commonwealth of Learning, 2018)
This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations.
KerkoCite.ItemAlsoKnownAs: 2339240:6XL37978 2405685:NM8GPWDQ
Keywords: Access to Education; Bangladesh; Barriers; Child Abuse; Decision Making; Distance Education; Dropouts; Economic Factors; Educational Attainment; Elementary Secondary Education; Employer Attitudes; Employment; Empowerment; Females; Foreign Countries; Health; Income; India; Job Skills; Marriage; Occupational Aspiration; Pakistan; Postsecondary Education; Program Effectiveness; Skill Development; Sustainability; Training; Womens Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Global Partnership for Education launches new public-private initiative to address the data challenge in global education - Global Partnership for Education (Global Partnership for Education, 2018)
In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.
KerkoCite.ItemAlsoKnownAs: 2339240:TKZR8775 2405685:P6NCTW32

Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania - Godfrey, Zitto; Mtebe, Joel (International Journal of Education and Development Using Information and Communication Technology, 2018)
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:S24WW8YM 2405685:KKH7XJTH
Keywords: ⛔ No DOI found

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2339240:SXY2YJHR 2405685:UGWPD2IR

National ICT Policy 2018 - Government of Bangladesh (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H56MA5IU 2405685:2X3HT3PX

Education Sector Performance Report 2018 - Government of Ghana (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7835E53 2405685:9ZZWBVR6 4656463:TFP8BJT6

Pakistan Education Statistics 2016-17 - Government of Pakistan (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:SECKE4CB 2405685:AQDUZ6BJ 2405685:VX7D4S3R
Keywords: ___working_potential_duplicate

Pakistan Education Statistics 2016-17.pdf - Government of Pakistan; Ministry of Federal Education and Professional Training; National Education Management Information System; Academy of Educational Planning and Management (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:CUXC3C5A 2405685:JC6NK8YQ 2405685:PLDXDU8E

Punjab IT Policy - Government of the Punjab (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LFJZRJPR
Keywords: ___working_potential_duplicate; auto_merged

Ghana education sector analysis. 2018 | Documents | Global Partnership for Education - GPE (2018)
Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.
KerkoCite.ItemAlsoKnownAs: 2339240:RDJIZ8QW 2405685:QS9P7AFP 4656463:DS6H59W5

Digital transformation in Tanzania. The role of mobile technology and impact on development goals - GSMA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:R9F7Z4VM 2405685:PDC2FA2K

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
EdTechHub.ItemAlsoKnownAs: 2405685:5WXLVYAH

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com EdTechHub.ItemAlsoKnownAs: 2405685:AGNKXIPC

¿Qué debe incluir la política pública del próximo presidente para integrar completamente a El Salvador a la economía digital? - GSMA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:97MH9542 2405685:RS4FH537

Need for optical intervention in children attending a school for the blind in Eritrea - Gyawali, R; Moodley, V R (Clinical and Experimental Optometry, 2018)
Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cxo.12601 KerkoCite.ItemAlsoKnownAs: 10.1111/cxo.12601 2339240:LHWAJYVQ 2405685:QQPVFFVQ
Keywords: childhood vision impairment; low vision; low vision devices; schools for the blind

The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh: Facilitating nationwide networking and digital multimedia content for 40,000 schools - Hansson, H; Sultana, S; Sarwar, A; Ahmed, F; Uddin, R; Saha, P; Islam, G; Islam, M (International Journal of Education and Development using ICT, 2018)
The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:YUIF5MMJ 2405685:ZSXBG9LT
Keywords: ⛔ No DOI found

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development - Haßler, B; Hennessy, S; Hofmann, R (Journal for Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9BPXVI62 2405685:3GSCKVWC
Keywords: ⛔ No DOI found

Synergies between the principles for digital development and four case studies - Haßler, Bjoern (REAL Centre, Faculty of Education, University of Cambridge, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NGZHXKD5 2405685:C4X9KNTW
Keywords: ___working_potential_duplicate

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
00000 EdTechHub.Source: <this> EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2339240:YSVITTWH 2405685:M8UDHT7A 2405685:NZ3GKZCR 2405685:ZFJ79LQS 2486141:Z3PRLX4K 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI
Keywords: AWP2; Active Learning; Africa; Author:Haßler; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; Teacher Professional Development; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found