Implementing large scale instructional technology in Kenya | RTI - Piper, Ben; Oyanga, A; Meija, J; Pouezevara, S (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:EDUQCBQZ 2405685:6JAG9EUA

Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials. - Piper, Benjamin (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WUXXIKSF 2405685:BJJQHSKH
Keywords: ⛔ No DOI found

Reading Skill Transfer across Languages: Outcomes from Longitudinal Bilingual Randomized Control Trials in Kenya and Haiti. - Piper, Benjamin; Bulat, Jennae; Johnston, Andrew (Society for Research on Educational Effectiveness, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:VTSTD8ZH 2405685:N8H5282W
Keywords: ⛔ No DOI found

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
shortDOI: 10/gf6298 KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:HUMPM4BM 2339240:LT7INWTK 2339240:PM36I7JC 2339240:S7I52VEN 2339240:YTWJW5GH 2405685:2YJ8XQDL 2405685:NC6R6NWC 2405685:TFDLRYCG 2405685:UXBBCZIX 2405685:VERKPHLS 2405685:X7T5JCV4
Keywords: ___working_potential_duplicate

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:3W37ZTWQ 2405685:ME5VHAM9
Keywords: ___working_potential_duplicate

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 2339240:X8L2E7PR 2405685:TQU6RKR4
Keywords: Evaluation; Implementation; Literacy; National; Reading; Reform; Systems

Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya - Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy (Africa Education Review, 2015)
Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2015.1036566 2339240:PG45F94W 2405685:772V2TVY
Keywords: Achievement Gains; Causal Models; Control Groups; Early Intervention; Early Reading; Educational Improvement; Effect Size; Emergent Literacy; Experimental Groups; Foreign Countries; Grade 1; Grade 2; Low Income Students; Oral Reading; Poverty; Randomized Controlled Trials; Reading Comprehension; Reading Fluency; Reading Tests; Regression (Statistics); School Effectiveness; Skill Development; Socioeconomic Status

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
shortDOI: 10/ggjkvv KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 10/ggjkvv 2339240:APPT498R 2339240:D5IHJW9H 2339240:E5GA8GCG 2339240:EK3GAM3J 2339240:G6TBKSGI 2339240:IYCXFMIU 2405685:5IT5XZNT 2405685:DAU3FLGU 2405685:H9RNSJQE 2405685:J45J4EMF 2405685:V6F62IW5 2405685:WVNEPIB3 2405685:Y4AUMNW2 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

The Primary Math and Reading Initiative (PRIMR) - Piper, Benjamin; Kwayumba, Dunston (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:X6IDGLM6 2405685:IN2QIICJ

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 Information and Communication Technology, 2017)
Previous large-scale education technology interventions have shown only modest impacts on student achievement. 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 the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
KerkoCite.ItemAlsoKnownAs: 2339240:58E7TTX7 2339240:BKA9N5C4 2405685:3TIEJDV8 2405685:7L6V38N5 2405685:8NPF9AFB 2405685:IB7ASVMU 2534378:6WZ3BZFJ 2534378:A9KF6S9G 2534378:J2U5DHN3 2534378:QRRUK48B 2534378:WAL7Y23P 2534378:YIC9AUDV 2534378:ZPTKHLIH
Keywords: Accountability; C:Kenya; Classrooms; Clinical trials; Developing countries–LDCs; Digital divide; Digital literacy; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Practices; Educational Quality; Educational Technology; Educational technology; Foreign Countries; Handheld Devices; Initiatives; Intervention; Interviews; Kenya; Learning; Literacy; Literacy programs; Literature reviews; Maine; National Surveys; Observation; Outcomes of Education; Portugal; Quality; Questionnaires; Reading; Schools; Software; South Korea; Statistical Analysis; Statistical Significance; Students; Teachers; Teaching; Technology Uses in Education; Telecommunications; Texas; Turkey; Uruguay; __:import:01; __:match:final; __:matched; __:study_id:2096038; __finaldtb; ⛔ No DOI found

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: 2405685:R3U2G3YM 2486141:5ZICUTPI
Keywords: ⛔ No DOI found

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

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya - Piper, Benjamin; Ralaingita, Wendi; Akach, Linda; King, Simon (Journal of Development Effectiveness, 2016)
To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a diﬀerences-in-diﬀerences analytic strategy. The mathematics intervention produced modest, statistically signiﬁcant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These ﬁndings have relevant policy implications in Kenya given an impending national mathematics programme.
shortDOI: 10/gftrqc KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 10/gftrqc 2339240:9H3B7D35 2339240:U483WVFF 2405685:J47PXP4U 2405685:SUWZCIEL
Keywords: Kenya; Numeracy; elementary school; instruction; international education; mathematics

Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Simmons Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with speciﬁc ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the beneﬁts of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically signiﬁcant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.
EdTechHub.Copy: 2129771:3IIW96ZB shortDOI: 10/gftrqf KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:3IIW96ZB 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC
Keywords: Africa; C:Kenya; Literacy; Numeracy; Program Evaluation; Program evaluation; Quantitative; Randomized controlled trial; Reading; Teacher Professional Development; ___working_potential_duplicate; numeracy; randomized control trial

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Interactive apps prevent gender discrepancies in early-grade mathematics in a low-income country in sub-Sahara Africa - Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J. (Developmental Science, 2019)
Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading, whereas boys tend to outperform girls in mathematics. This can have long-term impact resulting in an under-representation of girls in Science, Technology, Engineering and Mathematics subjects. Recent research suggests that sociocultural factors account for differences across genders in the acquisition of these foundational skills. In this study, we investigated whether a new technology-based intervention, that included activities accessible to both boys and girls, can reduce gender differences from emerging during the early primary school years. The novel instructional method used in this study employed apps developed by onebillion© delivered individually through touch-screen tablets. Over a series of experiments conducted in Malawi, a low-income country in sub-Sahara Africa, we found that when children were exposed to standard pedagogical practice typical gender differences emerged over the first grade (Experiment 1). In contrast, boys and girls learnt equally well with the new interactive apps designed to support the learning of mathematics (Experiment 2) and reading (Experiment 3). When implemented at the start of primary education, before significant gender discrepancies become established, this novel technology-based intervention can prevent significant gender effects for mathematics. These results demonstrate that different instructional practices influence the emergence of gender disparities in early mathematics. Digital interventions can mitigate gender differences in countries where standard pedagogical instruction typically hinders girls from acquiring early mathematical skills at the same rate as boys. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=55x-6hhAY9M&feature=youtu.be
20 citations (Crossref) [2024-04-29] _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12864 KerkoCite.ItemAlsoKnownAs: 10.1111/desc.12864 2339240:NRXHX74Y 2405685:Q9BQA7GE
Keywords: education; gender inequity; mathematics; reading; tablet technology; ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Video Pilot for TLC Facilitators: A research plan to support Teacher Learning Circle facilitators in Malawi's National Numeracy Programme through video modelling - Plaut, Daniel; Kanyoza, Charity (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14609773 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1083 ZenodoArchiveConcept: 14609772
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech for Special Educational Needs and Disabilities in Malawi: Setting the Research Agenda - Plaut, Daniel; Pitchford, Nicola; Humphrey, Catherine (2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13907321 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1067 ZenodoArchiveConcept: 13907320
Keywords: _r:AddedByMyEducationEvidence

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

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

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

A spotlight on lack of evidence supporting the integration of blended learning in K-12 education: A systematic review - Poirier, Mark; Law, Jeremy M.; Veispak, Anneli (International Journal of Mobile and Blended Learning (IJMBL), 2019)
Publisher: IGI Global shortDOI: 10/ghgn4q KerkoCite.ItemAlsoKnownAs: 10/ghgn4q 2405685:VPKA2Y2U

Unlocking Learning: The Use of Education Technology to Support Disadvantaged Children’s Language Learning and Social Inclusion in Italy - Poleschuk, Svetlana; Dreesen, Thomas; D’Ippolito, Barbara; Lozano, Joaquin Carceles Martinez (UNICEF Innocenti - Global Office of Research and Foresight)
KerkoCite.ItemAlsoKnownAs: 2339240:Q4FGNRVE 2405685:JVPKMGK5

Unlocking Learning: The Use of Digital Learning to Support the Education and Inclusion of Refugees and Migrant Children in Bosnia and Herzegovina - Poleschuk, Svetlana; Soldo, Andrea; Dreesen, Thomas (UNICEF Innocenti - Global Office of Research and Foresight)
In Bosnia and Herzegovina, the number of refugees and migrants arriving in the country has increased from just a few dozen arrivals annually prior to 2017 to 95,000 between 2018 and 2022. This increase has put incredible strain on the country's education systems. This research presents critical findings on the implementation and effectiveness of the Akelius digital learning application in Bosnia and Herzegovina, which was introduced as a tool to support refugee and migrant children's English and German language learning. The findings demonstrate that using the digital application in a blended learning approach in classrooms was especially useful for personalizing learning and supporting children with diverse learning levels and needs. The report also explores the challenges faced, and good practices to tangibly improve the implementation of digital learning in classrooms.
ERIC Number: ED627700 KerkoCite.ItemAlsoKnownAs: 2339240:AGQDTU4T 2405685:I367R4FX
Keywords: Access to Education; Barriers; Best Practices; Blended Learning; Computer Software; Elementary School Students; Elementary School Teachers; English (Second Language); Faculty Development; Foreign Countries; German; Handheld Devices; Immigrants; Individualized Instruction; Learning Activities; Learning Motivation; Outcomes of Education; Partnerships in Education; Pedagogical Content Knowledge; Program Effectiveness; Refugees; Second Language Instruction; Second Language Learning; Student Attitudes; Student Needs; Teacher Attitudes; Teaching Methods; Technological Literacy; Technology Integration

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

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

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

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

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

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

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

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

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

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

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

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

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

Lao PDR Network Readiness Index 2023 - Portulans Institute (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6QRPFRYD 2405685:VMEM7I6Q
Keywords: ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10.1080/09585176.2012.737539 10/gftr33 2339240:VTZ8NAVX 2405685:2298G5YZ 2405685:U3Z382B7
Keywords: Bangladesh; C:Bangladesh; English in Action; School Based Teacher Development; technologies

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

Access to Education for Refugee Children in Indonesia During the COVID-19 Pandemic: Challenges and Adaptation Strategies - Prabaningtyas, Raden Ajeng Rizka Fiani; Pudjiastuti, Tri Nuke; Alami, Athiqah Nur; Farhana, Faudzan; Arfan (ASEAS - Advances in Southeast Asian Studies, 2023)
The protracted refugee situation in Indonesia during the COVID-19 pandemic has increased refugee children's vulnerability due to the non-fulfillment of their fundamental rights, including the right to education. Drawing on data collected through interviews and observation of refugee children during fieldwork in the cities of Batam and Makassar, this paper aims to investigate how and why their access to education has changed during the pandemic. This study finds that, shortly before the pandemic, the Indonesian government provided access to education for refugee children through the issuance of the Circular Letter from the Secretary General of the Ministry of Education, Culture, Research and Technology Number 752553/A.A4/HK/2019 dated on 10 July 2019. However, the pandemic complicated the accessibility of education for refugee children suggested by the Circular Letter due to lockdown policy and mobility restrictions. The complication is apparent in four aspects of accessibility, namely: access to information, activities in the learning process, environmental support, and the motivation of refugee children. Notwithstanding, this study also finds that the pandemic has induced developments of adaptation strategies through the adoption of online learning among refugee communities to enable wider access to education for refugee children. Therefore, the pandemic may have revealed the urgency for a more rights-based policy on refugee treatment in Indonesia.
KerkoCite.ItemAlsoKnownAs: 10.14764/10.ASEAS-0089 2339240:YEH7PUI9 2405685:ULFVXVLS
Keywords: Bildungsbeteiligung; Bildungschance; Epidemie; Flüchtling; Indonesia; Indonesien; Kind; child; educational opportunity; epidemic; participation in education; refugee

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

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

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

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

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

High-quality education for better sustainability and resiliency - Prazian, Michael V; Prykhodko, Viktoria M (IOP Conference Series: Earth and Environmental Science, 2023)
The world meets poly crises in climate, pandemic, energy, food, human rights, and migration; hot and cold wars have come in Europe and other regions. The scope of the tasks becomes unprecedented, and their complexity demands high-level skill sets and teaching culture. Education moves into epicentres of the fight for better sustainability and resilience. The United National Sustainable Development Goals Four (SDG4) supposes allocating and diligently using several trillion US dollars for the next decades. The ambitious goals drive the educational system to be at a decent level regarding outcome and process. Saving gratitude to functions of a fundamental human right, a public good, gender equality, and an absolute right to education for all, the author urges that high-quality education is the priority because it will help society to cope with a new level of challenges and even existential threats the climate-like. The article describes the methodology and the importance of soft-hard skills for teaching and learning. The secondary-based sources research illustrates practical results regarding the educational process. The Triple Bottom Line principle (Planet, Profit, People) encompasses many disciplines engaging the main aspects of sustainability and resiliency and climate change for the university curricula in a coherent way. The article considers future trends in high education and case studies connected with the European Green Deal, environmental, social, and governance (ESG) reporting and practical aspects of Green Growth and De-Growth Theory. The Quality of Education reflects the regulator’s requirements and social and personal expectations. Life-long learning becomes a norm. The authors consider university products, processes and platforms through the lens of future trends, threats and opportunities. In times of turbulence, the results obtained through students’ upskilling and reskilling programs should fit the demands of new jobs, technologies, and financial mechanisms.
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/1254/1/012031 2339240:A62E4QP4 2405685:FILG383T

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

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

Smartphone Penetration in Nigeria - Premise (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4VZ5V98Z 2405685:BMAY6LZL

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

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

Basic Education Data - President's Office — Regional Administration and Local Government; Government of Tanzania (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:CDQPB2XK

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

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

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

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

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

Decision 2123/QD-TTg Approving the scheme on education development for very small ethnic minorities in the 2010-2015 period - Prime Minister, Socialist Republic of Vietnam (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:NSXAFDEF 2405685:5IQYXH6R

Decision No. 630/Qd-Ttg Approving the Vocational Training Development Strategy - Prime Minister, Socialist Republic of Vietnam (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:DITCSL7V 2339240:M5ZGR7XF 2405685:N2I4KCUB 2405685:TT7279MH

Decision No. 1019/QD-TTg 2012 Approving the scheme for assisting the disabled in the 2012-2020 period in Vietnam - Prime Minister, Socialist Republic of Vietnam (2012)
The Prime Minister of Government in Vietnam - Decision No. 1019/QD-TTg 2012 approving the scheme for assisting the disabled in the 2012 2020 in Vietnam
KerkoCite.ItemAlsoKnownAs: 2339240:6F4VH78D 2405685:GTU8V9LJ

Decision No. 711/Qd-Ttg Approving the 2011-2020 Education Development Strategy - Prime Minister, Socialist Republic of Vietnam (2012)
The Prime Minister of Government in Vietnam - Decision No. 711/QD-TTg approving the 2011-2020 education development strategy in Vietnam
KerkoCite.ItemAlsoKnownAs: 2339240:E2PW43BT 2339240:V8I9NNMP 2405685:2BGPFLFN 2405685:TMT7QVM7

Decision No. 498/QD-TTg Approving the "Reduction of child marriage and close-kin marriage in ethnic minority areas during 2015-2025" scheme - Prime Minister, Socialist Republic of Vietnam (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:ZC7I7FQL 2405685:JK4Q8A4X

Decision No. 749/Qd-Ttg Introducing Program for National Digital Transformation by 2025 with Orientations Towards 2030 - Prime Minister, Socialist Republic of Vietnam (2020)
The Prime Minister of Government in Vietnam - Decision 749/QD-TTg 2020 introducing program for national digital transformation in Vietnam
KerkoCite.ItemAlsoKnownAs: 2339240:AA9RCCJD 2405685:H2HVIYRY 2405685:QEUAU5G3

Decision no. 131/qd-ttg approving scheme "Strengthening application of information technology and digital transformation in education and training for the period of 2022-2025 with a vision towards 2030" - Prime Minister, Socialist Republic of Vietnam (2022)
The Prime Minister of Government in Vietnam - Decision 131/QD-TTg 2022 application of information technology in education 2022 2025 in Vietnam
KerkoCite.ItemAlsoKnownAs: 2339240:DU2DYJLT 2405685:DUMQMTV3 2405685:GRNJNA2N

Principles for Digital Development - Principles for Digital Development (Principles for Digital Development)
Resources & Expertise for the Digital Principles
KerkoCite.ItemAlsoKnownAs: 2129771:YVTEFS7V 2339240:25GKN2DZ 2339240:8H247M4D 2339240:FQVAME2Y 2339240:L45UNQKB 2339240:TI9V5KNM 2339240:VBPXPZ3R 2405685:64B8NIX6 2405685:7FT5TSPJ 2405685:8N3KTB2M 2405685:CP26ZJ7F 2405685:F34U7LBI 2405685:R2TFPQZS 2405685:VD5ZXD5J 2405685:YRKCD9LA
Keywords: ___working_potential_duplicate; ⛔ No INSPIRE recid found

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

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

Principles for Digital Development - Principles for Digital Development Working Group (Principles for Digital Development, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TFEAKR98 2405685:XFMQ9UCF

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

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

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

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

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

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

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

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

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

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

Opinion: Why all research programmes should have a helpdesk - Proctor, Jamie (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13694715 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1055 ZenodoArchiveConcept: 13694714
Keywords: _r:AddedByMyEducationEvidence

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0122 2339240:6MGEXC55 2405685:Y8NP87KG

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

What Can the Education Sector Do to Adapt to the Forthcoming Impacts of Climate Change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.
KerkoCite.ItemAlsoKnownAs: 2339240:MY2CVJ8E 2405685:ERFH7B7U

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

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

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

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

Understanding tablet computer usage among primary school students in underdeveloped areas: Students’ technology experience, learning styles and attitudes - Pruet, Putjorn; Siang Ang, Chee; Farzin, Deravi (Computers in Human Behavior, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2014.09.063 2339240:M3CYY6FI 2405685:2X6AXTTY
Keywords: ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

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

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

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

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

The students learning from home experiences during Covid-19 school closures policy in Indonesia - Putra, Purniadi; Liriwati, Fahrina Yustiasari; Tahrim, Tasdin; Syafrudin, Syafrudin; Aslan, Aslan (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
This article analyzed the learning experience of students at home during the school closing period in response to the Covid-19 pandemic in Indonesia. Through this study, an in-depth understanding of the life experiences, perceptions, and motivation of students were obtained from either the school or their parents. These outputs would be input into policy making and solving learning problems towards a new normal era. Now the school closures have been running for almost seven months and it almost about to reopening this mid-August 2020. To understand this phenomenon issue, some data searching have been performed ranging from daily papers, academic journal, and educational related literature. The data search then analyzed under the phenomenological application approach. Compiling the existing data and students voices, this study showed that the students learning experiences during six month learning from home responding the national policy stopping the corona virus spreading can be reported based on 10 websites visited have expressed their best coverage over students learning difficulty and challenge from different perspectives. Most websites mentioned students hardship in learning from home caused the lack of learning resources such not access to internet and parents ability to support their children learning. Keywords: School Closures Policy In Covid-19, Covid-19, Learning Online
KerkoCite.ItemAlsoKnownAs: 10.25217/ji.v5i2.1019 2405685:L7D2FYFV

Influence of Concrete-Pictorial-Abstract (CPA) approach on the enhancement of primary school students’ mathematical reasoning ability - Putri, Hafiziani Eka; Suwangsih, Erna; Rahayu, Puji; Nikawanti, Gia; Enzelina, Elfriyani; Wahyudy, Mukhamad Ady (Mimbar Sekolah Dasar, 2020)
This research is motivated by the importance of mathematical reasoning abilities for primary school students. This research aims at looking at the effect of the Concrete-Pictorial-Abstract (CPA) approach on the enhancement of mathematical reasoning abilities of primary school students. This research method is a quasi-experiment with pre-test and post-test control group design in Mathematics subjects with the theme of data presentation. The research sample consisted of 121 fifth grade students in two primary schools in Bekasi Regency. The test and non-test instruments were involved in this research. The results revealed that there wasthe influence between the CPA approach and students' mathematical reasoning abilities, and the achievement and enhancement of mathematical reasoning abilities of students who got learning with the CPA approach werebetter than students who got conventional learning based on all student review and a category of Prior Mathematical Ability (PMA) high, moderate and low. In conclusion, the mathematical reasoning ability of primary school students can be improved by applying the CPA approach.
KerkoCite.ItemAlsoKnownAs: 10.17509/mimbar-sd.v7i1.22574 2339240:M2VDU7CF 2405685:H2F2RKVV

Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia - Putri, Ratna Setyowati; Purwanto, Agus; Pramono, Rudy; Asbari, Masduki; Wijayanti, Laksmi Mayesti; Hyun, Choi Chi (International journal of advanced science and technology, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G5VJE665 2405685:AF3FSIHI
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

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

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

A Study of the Usefulness of Punjab IT Labs Project in Schools of Punjab, Pakistan as Perceived by Students - Qadir, Muhammad Javid; Hameed, Abdul (Journal of Education Research, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:EDE72K59
Keywords: ⛔ No DOI found

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

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

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

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

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

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

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

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

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

Connect To Learn: Aiming to Improve Learning Outcomes of Underprivileged Students in Myanmar - Qualcomm (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UBIG23M2 2405685:I89FFXZ4
Keywords: ⛔ No INSPIRE recid found

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

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

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

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

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

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

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

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

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

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

Analysis of hybrid learning for students with learning disabilities in primary schools providing inclusive education - Rachmawati, Nugraheni; Supena, Asep; Yufiarti, Yufiarti; Yarmi, Gusti; Casmana, Asep (The Qualitative Report, 2022)
3 citations (Crossref) [2024-02-28] KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2022.5432 2339240:GBRSI7TN 2405685:W57QWCXM
Keywords: ⛔ No INSPIRE recid found

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

Working Towards Education Success Using Data: A review of Ghana's journey towards improved learning outcomes using data - Radford, Kate; Ampofo, Rudolph (EdTech Hub, 2024)
The sub-Saharan Africa region is trapped in a learning crisis with devastating implications for children. The Covid-19 pandemic further exacerbated the situation, with children losing an estimated equivalent of an additional year’s learning. Not addressing the regional learning crisis will have a detrimental impact on economic development and well-being and risks restricting future national and regional economic growth and productivity and fuelling social unrest. Education research has shown that good quality education system data, when judiciously used, can support improved learning outcomes among a host of other positive impacts on national education systems. This case study is the first in a series documenting the journey of Ghana’s Ministry of Education towards the effective use of data to guide its decision-making for policy and practice. Keywords: data for decision making; data governance; data management; Ghana; education data systems; evidence-based policy An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13766685 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1059 ZenodoArchiveConcept: 13766684
Keywords: _r:AddedByMyEducationEvidence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Evidence Coaching Handbook - Rahman, Asad (EdTech Hub, 2024)
This handbook captures EdTech Hub's approach to providing evidence coaching on the EdTech Hub Evidence-Led Entrepreneurship Course. Individuals and organisations who support EdTech entrepreneurs to scale their products impactfully (e.g., accelerators, entrepreneurship programmes, funders) can all provide evidence coaching to entrepreneurs. This Handbook is for anyone working within an EdTech startup, or an entrepreneur who wants to better apply evidence to key decisions. By sharing EdTech Hub’s approach and process for evidence coaching, we hope to nurture a more evidence-led EdTech entrepreneurship ecosystem, leading to more EdTech products that scale sustainably, and help children to read, write, and count. The Handbook contains EdTech Hub’s five-step process for generating and applying evidence as a startup, with specific tools we used along the way. The process is a guide for others to adapt and tailor to their unique context and challenges. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13255915 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1051 ZenodoArchiveConcept: 13255914
Keywords: _r:AddedByMyEducationEvidence

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

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

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